XlBRARy 

OF  THE 
UNIVERSITY 

OF        * 


VlBRARy 

OF  THE 

UNIVERSITY 

OF 

°4iJFOR^ 


MANUAL  AND  DIAGRAMS 


TO   ACCOMPANY 


METCALFS   GRAMMARS 


BY 
C.    L.    GARRISON 

PRINCIPAL  PHKLPS   SCHOOL,   WASHINGTON,  D.C. 


>*K< 


NEW  YORK  •:•  CINCINNATI  •:•  CHICAGO 

AMERICAN    BOOK    COMPANY 


Copyright,  1901,  by 
C.   L.   GARRISON. 


GARRISON'S   MANUAL   AND   UIAGRAM8. 
W.  P.   2 

EDUCATION  LIBR. 


WD 


PREFACE 


It  is  well  recognized  by  most  educators  that  the  dia- 
gramming of  sentences  is  of  no  value  to  pupils  in  enabling 
them  to  perceive  the  relationships  of  the  component  words 
and  phrases,  its  only  value  being  to  represent  these  rela- 
tionships. But  the  inclusion  of  many  diagrams  in  a 
pupil's  text-book  is  not  to  be  commended  for  several 
reasons :  they  occupy  much  space  that  might  be  devoted 
more  profitably  to  other  matter ;  they  are  mechanical  and 
superficial  rather  than  fundamental ;  they  tend  to  empha- 
size unduly  the  importance  of  analysis. 

To  the  teacher,  however,  the  diagram  is  useful,  since 
it  enables  him  to  determine  at  a  glance,  and  without 
reading  every  word  of  an  exercise  or  examination  paper, 
whether  a  pupil  comprehends  a  sentence  and  realizes  the 
interrelations  of  its  several  parts.  The  diagram  is,  there- 
fore, merely  a  valuable  schoolroom  device  and  a  great 
saver  of  the  teacher's  time. 

The  widespread  adoption  of  Metcalfs  Grammars  has 
brought  them  into  the  hands  of  many  teachers  who  ap- 
preciate the  true  value  of  the  diagram  as  a  teacher's  aid 
and  has  led  to  a  demand  for  this  teacher's  Manual  to 
accompany  the  Metcalf  Series.     It  contains,  besides  dia- 

3 

M5770A9 


4  PREFACE 

grams  for  all  the  difficult  sentences  given  in  the  series 
as  examples  for  analysis,  many  suggestions  for  the  teach- 
ing of  grammar,  which  those  teaching  any  text-book  will 
find  valuable. 

Several  systems  of  diagramming  sentences  have  been 
devised,  —  some  of  them  very  elaborate  and  intricate, — 
though  all  of  them  may  be  considered  as  expansions  of 
the  system  developed  in  Clark's  Grammars  many  years 
ago.  The  system  given  in  this  manual  is  so  extremely 
simple  that  it  may  be  understood  and  applied  at  once 
by  any  pupil  or  teacher. 


SUGGESTIONS 


TO    ACCOMPANY 


ELEMENTARY    ENGLISH 


LESSON  I 

Sentences.  —  Let  each  child  write  the  story,  first  ask- 
ing the  questions  of  himself.  Insist  upon  his  answers 
being  sentences. 

Have  a  few  of  the  stories  written  on  the  blackboard 
and  then  read  by  the  class  to  see  if  the  statements  are 
complete. 

Statements.  —  You  will  get  more  satisfactory  results 
if  you  tell  children  what  to  make  statements  about,  as :  — 

Write  a  statement  about  a  lion. 
Write  a  statement  telling  where  you  live. 
Write  a  statement  about  a  dog. 
Write  a  statement,  or  sentence,  telling  one  thing  you 
saw  on  your  way  to  school  this  morning. 

LESSON   II 

This  lesson  being  intended  to  develop  the  question,  it 
would  be  as  well  to  let  the  written  part  of  the  exercise 
consist  entirely  of  questions.  Have  children  ask  questions 
orally  until  they  understand  that  questions  are  sentences 
which  demand  answers.  Afterwards  have  the  children 
write  and  then  read  some  of  their  questions.  Let  other 
children  answer  the  questions  with  statements,  and  so  lead 
to  a  comparison  of  statement  with  question. 

5 


6  ELEMENTARY  ENGLISH 

LESSON   III 

At  the  close  of  the  oral  exercise,  have  a  written  exercise 
like  the  following  :  — 

1.  Write  a  sentence  about  a  little  friend,  mentioning  him  by  his  full 

name  and  telling  his  age. 

2.  Ask  a  friend  if    he  has  ever  been  in  either  of  two  large  cities 

(mention  them  by  name). 

3.  Write  a  statement  telling  in  which  state  you  live. 

4.  Ask  your  friend  if  he  has  ever  been  in  any  other  country  (mention 

the  country  by  name). 

LESSON   VI 

It  is  a  good  plan  always  to  have  one  composition  written 
on  the  blackboard,  that  all  may  see  and  criticise  the  sen- 
tence structure  and  punctuation. 

LESSON   X 

It  may  be  well  for  the  teacher  to  make  for  the  pupils 
an  outline  from  which  to  write,  as  for  instance  :  — 

1.  Where  the  monkey  and  the  cat  were  sitting. 

2.  Where  the  chestnuts  had  been  placed. 

3.  What  the  monkey  said. 

4.  What  the  cat  did  and  what  happened  to  her  paw. 

5.  What  the  cunning  monkey  then  said. 

6.  How  it  ended. 

7.  How  the  cat  felt  when  she  thought  it  over  afterward. 

LESSON   XXII 

Give  an  outline  like  the  following,  as  a  guide :  — 

Situation  of  nest. 
Description  of  nest. 
Contents  of  nest. 
What  happened  one  day. 
What  the  mother  bird  did. 


REPRODUCTION  7 

LESSON  XXVII  ♦ 

Outline  for  written  story  :  — 

Condition  of  lion. 

Where  he  went  and  what  he  pretended. 

Visits  of  animals  —  their  fate. 

Visit  of  fox  —  conversation  with  lion. 

LESSON   XXXIV 

Outline  for  written  story  :  — 

Where  the  mouse  was  playing. 

What  he  saw  coming. 

What  he  ran  into. 

How  the  cat  followed  and  was  caught. 

How  the  mouse  escaped. 

LESSON   XLV 

Outline  for  the  poem  :  — 

Grandpapa's  hair. 
Grandpapa's  walk. 
Grandpapa's  hand. 
Grandpapa's  eyes. 
Grandpapa's  years. 
The  lesson  of  grandpapa's  life. 

LESSON  LVI 

Have  this  poem  learned  in  the  early  spring  when  the 
dandelions  are  in  bloom,  and  supply  each  child  with  a 
blossom. 

Then  ask  such  questions  as  the  following,  demanding 
sentences  for  answers  :  — 

What  part  of  the  dandelion  is  his  "overcoat  of  green  "? 

How  does  he  go  "  tripping  o'er  the  meadow  "  ? 

What  is  meant  by  the  "gypsy  fireflies  camp  around  his  yellow  feather  "  ? 

What  is  a  "dell"? 


8  ELEMENTARY   ENGLISH 

Why>do  the  "children  love  him  well  "? 

How  does  he  "  doff  his  dandy  coat  of  yellow  "  ? 

When  does  his  hair  look  "white  and  flowing"? 

Have  you  ever  made  a  dandelion's  wig  fall  off? 

How  did  you  do  it? 

Why  do  children  sometimes  blow  the  dandelion  when  it  has  gone  to 

seed?     (To  see  if  their  mothers  want  them,  or  to  see  the  time 

of  day.) 
What  do  we  know  is  coming  when  we  see  the  dandelions  begin  to 

grow? 
Do  you  like  summer  or  winter  better?    Why? 

LESSON   LXI 

This  is  a  good  time  to  teach  children  how  to  make 
topics  for  themselves.  Let  them  tell  what  the  first  para- 
graph is  about :    The  quarrel. 

The  second  paragraph  :    The  long  swim. 

The  third  paragraph  :    The  rescue. 

LESSON   LXXVII 

1.  What  is  that  in  your  hand  ? 

2.  This  is  a  knife. 

3.  Have  you  sharpened  those  pencils  on  your  desk  ? 

4.  Yes,  I  have  sharpened  these  and  those  on  the  teacher's  desk. 

5.  Do  you  think  this  knife  is  better  than  that  one? 

6.  Certainly,  and  these  pencils  are  better  than  those  on  your  desk. 

7.  Why  are  those  better  than  these  on  my  desk  ? 

8.  Those  on  your  desk  are  not  sharpened  at  all,  while  these  are  all 

ready  for  use. 

9.  These  will  soon  be  as  well  sharpened  as  those. 

10.    This  knife  and  these  pencils  will  keep  you  busy  for  some  time. 

LESSON   LXXX 

Let  children  make  outlines  for  themselves  by  taking 
the  chief  thought,  or  thoughts,  in  a  paragraph  for  a  topic 
or  topics. 


I,   ME,   HE,   HIM,    SHE,   HER 

-    {  The  morning  ride. 

<  The  appearance  of  smoke. 
2    J  The  cry  of  the  bird. 

}  The  situation  of  the  nest. 
„    J  The  attempt  of  the  mother  bird  to  save  her  family. 
'  (  The  death  of  the  birds. 


LESSON   XCIV  4 

1.  The  dog  chased  Willie  and  me. 

2.  Willie  and  I  ran  into  the  house. 

3.  Between  you  and  me,  this  is  a  hard  lesson. 

4.  The  trouble  all  came  between  her  and  me. 

5.  The  teacher  thought  it  was  he,  but  both  she  and  /  told  her 

that  it  was  not  so. 

6.  Mother  told  Ned  and  me  to  go  to  the  post  office. 

LESSON   XCVIII 

If  this  story  is  too  long  for  children  to  outline  by  them- 
selves, give  them  an  outline  like  the  following  :  — 

,     (  W'ho  owned  the  goose. 

I  What  the  goose  was  famous  for. 

2.  What  the  man  did  with  the  eras. 

3.  His  anxiety  for  the  next  day  to  come. 

4.  How  he  felt  and  what  he  did  as  the  pile  of  eggs  grew  higher. 


,.     K  What  he  thought  of  all  the  time. 

(  What  effect  it  had  on  him. 
6    ^  What  he  finally  did. 

(  What  he  found. 
7.   Concluding  thought. 


LESSON   XCIX 

1.  All  of  the  chickens  are  out  of  the  coop. 

2.  Not  one  of  the  chickens  is  out  of  the  coop. 

3.  Both  of  the  horses  are  lame. 

4.  Neither  of  the  horses  is  lame. 

5.  John  and  Mary  are  going  to  the  party. 


10  ELEMENTARY   ENGLISH 

6.  John  or  Mary  is  going  to  the  party. 

7.  All  of  the  girls  are  at  school. 

8.  Every  one  of  the  girls  is  at  school. 

9.  All  of  the  children  are  to  receive  books. 
10.  Each  of  the  children  is  to  receive  a  book. 

1.  All  of  the  chickens  were  out  of  the  coop. 

2.  Not  one  of  the  chickens  was  out  of  the  coop. 

3.  Both  of  the  horses  were  lame. 

4.  Neither  of  the  horses  was  lame. 

5.  John  and  Mary  were  going  to  the  party. 

6.  John  or  Mary  was  going  to  the  party. 

7.  All  of  the  girls  were  at  school. 

8.  Every  one  of  the  girls  was  at  school. 

9.  All  of  the  children  were  to  receive  books. 
10.  Each  of  the  children  was  to  receive  a  book. 

LESSON    CXLVII 

Outline  for  Barhara  Frietchie  :  — 
Description  of  Frederick  :  — 

The  clustered  spires. 
The  hills. 
The  orchards. 

The  story :  — 

The  march  of  the  army  toward  the  town. 

„,  .  .,  f  in  the  morning. 

The  appearance  of  the  town  { 

[at  noon. 

What  Barbara  Frietchie  did. 

Who  was  at  the  head  of  the  Rebel  troops. 

How  he  glanced  about  and  what  he  saw. 

The  order  he  gave. 

What  happened  to  the  flag. 

How  Barbara  Frietchie  replied. 

The  second  order  of  Stonewall  Jackson. 

Where  the  flag  stayed  all  day. 

Conclusion :  — 

What  is  thought  of  her  deed. 


MEMORY    EXERCISES  H 


LESSON   CXLIX 


Outline  for  written  lesson  :  — 

The  time. 

The  sounds  above  stairs. 

What  Longfellow  saw  from  his  study. 

The  children's  plot. 

The  raid. 

What  the  raiders  did. 

Longfellow's  question. 

What  he  thought  he  would  do  with  them. 

LESSON   CLIX 

1.  Who  is  coming  into  the  house  with  father? 

2.  To  whom  did  you  give  the  knife  ? 

3.  Whom  did  you  see  on  the  platform  ? 

4.  With  whom  were  you  playing? 

5.  From  ichom  did  you  receive  your  new  shoes? 

6.  Who  will  come  with  me  to  the  woods? 

7.  Who  came  to  school  with  Mary  ? 

8.  For  whom  did  Charles  buy  the  apple? 

9.  To  whom  did  James  lend  his  pencil? 

10.  Who  saw  Henry  Maple  ? 

11.  Whom  did  you  hear? 

12.  Whom  does  the  baby  love? 

13.  Whom  is  Susie  standing  by? 

LESSON   CLXXXVII 

1.  It  is  /  (or  he,  or  she,  or  we,  or  they). 

2.  Is  it  /  that  you  wish  to  see  ? 

3.  I  know  it  was  he,  because  I  saw  him. 

4.  Do  you  think  it  was  she  ?    No,  it  was  they. 

5.  It  is  they  who  were  speaking  to  us. 

6.  It  is  only  /.     You  need  not  be  afraid  of  me. 

7.  I  know  it  is  she.     I  hear  her  calling. 

8.  Yes,  Charlie,  it  was  /.     Come  to  me. 

9.  It  was  she  and  /  who  sang  it. 


12  ELEMENTARY   ENGLISH 


LESSON   CXCIX 

1.  I  set  the  pointer  on  the  table.     It  is  lying  there  now. 

2.  Set  the  chair  on  the  floor  and  sit  down  in  it.     I  am  sitting  in  it 

and  have  sat  here  an  hour. 

3.  Mary  lay  in  bed  this  morning  until  eight  o'clock.     If  she  had 

lain  there  much  longer  she  would  have  missed  her  breakfast. 

4.  Where  does  the  snow  lie  on  the  ground  all  the  year? 

5.  I  have  sat  still  five  minutes ;  I  cannot  sit  still  any  longer. 

6.  The  dog  is  sitting  near  the  fire. 

7.  The  baby  laid  her  head  on  the  dog,  and  there  she  lies  now  fast 

asleep. 

LESSON   CCI 

Exercise  I 

1.  Where  shall  we  go  when  school  is  out? 

2.  Shall  I  bring  the  book  to  you  ? 

3.  When  the  work  is  done,  what  shall  I  do? 

4.  Shall  we  ever  learn  to  use  shall  correctly? 

Exercise  2 

1.  Mrs.  Gray,  may  I  take  your  pencil  for  a  moment?     Certainly, 

you  may. 

2.  I  should  like  to  go  home  now;  may  I? 

3.  I  can  solve  that  problem;  can  you? 

4.  He  may  go  home  but  you  may  not. 

5.  I  can  jump  across  the  brook.     May  I  do  so,  Alice? 

LESSON   CCIII 
Exercise  I 

1.  It  was  General  Grant  who  became  famous  in  the  Civil  War. 

2.  My  friend  who  spent  last  winter  here  is  now  in  New  York. 

3.  This  lesson  which  I  am  trying  to  learn  is  very  difficult. 

4.  I  cut  down  the  tree  ivhich  was  harmed  by  the  storm. 

5.  The  dog  caught  the  rabbit  which  our  neighbor  owned. 

6.  The  dog  which  belonged  to  me  caught  the  rabbit  which  was 

owned  by  my  brother. 


WORDS  OFTEN   MISUSED  13 


Exercise  2 

1.  My  older  brother,  whom  I  love  dearly,  has  gone  to  Cuba. 

2.  I  saw  the  man  to  whom  I  told  the  story. 

3.  Do  you  know  who  won  the  prize  ? 

4.  It  was  he  who  won  the  prize. 

LESSON   CCIV 

Exercise  I 

1.  James's  mother  expects  him  to  return  at  4  p.m.  to-morrow. 

2.  I  presume  he  has  returned  already,  as  I  saw  a  valise  in  the  hall. 

3.  You  have  not  watered  the  plants  lor  a  week ;    I  suspect  that 

they  are  all  dead. 

4.  Was  Charles  late  at  school  this  morning  ?    Oh  !  I  suppose  so,  he 

is  almost  always  late. 

5.  I  presume  that  Alice  has  finished  the  painting. 

6.  I  expect  him  to  tell  me  the  truth,  but  I  strongly  suspect  that  he 

has  not  done  so. 

Exercise  2 

1.  Have  you  plenty  of  money? 

2.  No,  money  is  never  plentiful  with  me. 

3.  Strawberries  are  cheap  when  they  are  plentiful. 

4.  How  plentiful  the  apples  are  this  autumn  ! 

5.  There  is  a  plentiful  supply  of  wheat  there,  and  also  plenty  of 


Exercise  3 

1.  The  train  will  stop  at  the  station,  and  will  stay  there  two  hours. 

2.  George  has  been  staying  at  his  uncle's  nearly  all  winter. 

3.  Do  not  stop  on  your  way  east,  as  you  will  wish  to  stay  with  me 

a  long  time  in  Boston. 

4.  If  you  do  not  stop  that  noise,  I  shall  not  stay  here  with  you. 


ENGLISH   GRAMMAR 

A  few  of  the  most  difficult  sentences  in  almost  all  of  the 
exercises  are  here  analyzed,  so  that  a  pupil  studying  with- 
out a  teacher  may  be  able  to  master  the  grammar. 

III.  Page  15 

1.  Ireland  is  often  called  Green  Erin. 

2.  President  Jefferson  was  succeeded  by  President  Madison. 

3.  The  Dutch  settled  on  Manhattan  Island. 

7.    New  York,  Chicago,  and  Philadelphia  are  the  three  most  popu- 
lous cities  in  the  country. 

9.  The  scenery  along  the  Hudson  is  very  beautiful. 

10.    The  sailors  who  came  with  Columbus  became  discontented. 

13.    Cyclones  are  terrible  storms. 

15.   Dr.  Oliver  Wendell  Holmes  wrote  some  beautiful  poems. 

IV.  Page  16 

1.  This  sheet  of  paper  |  is  spoiled. 
b  a 

3.  The  ribbon  |  is  lost  from  Mary's  hair. 
b  a 

6.  The  white  sails  of  the  great  ship  |  hung  useless  in  the  still  air. 
6  a 

10.  A  little  hard  study  every  day  |  will  accomplish  wonders. 

b  a 

14 


SUBJECT   AND   PREDICATE  15 

V.   Page  17 

1.  (a)  Beggars  |  must  not  be  choosers. 
subject  predicate 

(b)  Who  must  not  be  choosers? 

6.  (a)  Birds  of  a  feather  |  flock  together. 
subject  predicate 

(b)  What  flock  together? 

9.  (a)  A  man  without  a  purpose  |  is  like  a  ship  without  a  rudder. 
subject  predicate 

(b)  Who  is  like  a  ship  without  a  rudder? 

VI.   Exercise  1.     (Page  18) 

1.  The  mercury  I  stands  very  high  to-day. 
subject  predicate 

5.  The  top  of  the  tower  |  is  a  hundred  feet  from  the  ground. 
subject  predicate 

8.  Boys  with  studious  habits  |  are  sure  to  succeed. 
subject  predicate 

VII.   Page  19 

1.  Mary  |  left  these  books  on  the  stair. 
s.  p. 

5.  The  messenger]  comes  with  a  slow  and  noiseless  footstep. 

s~.  "p. 

6.  A  simple  good-natured  fellow,  by  the  name  of  Rip  Van  Winkle! 

s. 
lived  in  that  secure  village,  and  in  one  of  those  very  houses. 
J. 


16  ENGLISH   GRAMMAR,   PART  I 

10.  One  of  those  persons  |  would  write  now  and  then, 
s.  p. 

something  on  a  slip  of  paper. 

y. 

17.  The  music  of  the  village  bell  |  came  with  gentle  swell,  sweetly 
s.  p. 

o'er  the  vale,  to  the  echo-giving  hills. 

19.  The  blue  hills  I  rose  far  upward  in  the  mellow  light. 
s.  ~p. 

VIII.   Exercise.     (Page  21) 

1.  (a)  Is  necessity  the  mother  of  invention? 

2.  (a)  Must  each  exercise  be  well  written  ? 

3.  Does  the  park  contain  forty-eight  acres  ? 

IX.   Exercise.     (Page  21) 

1.  The  sea  and  the  sky  |  are  equally  beautiful. 

s.  p. 

2.  The  Columbia  |  was  not  an  unsafe  steamer. 

s.  p. 

8.  The  colors  of  the  autumn  leaves  jwere  very  brilliant. 

8.  ¥•  " 

9.  The  elm  |  is  not  your  favorite  tree. 

s.  p. 


X.   Exercise.     (Page  22) 

1.   Harry,  what  answer  did  your  father  give? 
(a)    Interrogative  sentence. 

Harry,  your  father  |  did  give  what  answer  ? 
co nip.  "       ~s.  "p. 


ANALYSIS  17 

3.   Will  you  stand  for  your  rights,  my  braves? 
(a)    Interrogative  sentence. 

My  braves,  you  |  will  stand  for  your  rights. 
co  i  up.         s.  P. 

8.   Sweet  Land  of  Liberty,  of  thee  I  sing. 
(a)    Declarative  senteuce. 

Sweet  Land  of  Liberty,  I  ]  sing  of  thee. 
comp.  s.  P- 


XI.  Exercise.     (Page  24) 

1.  Go  to  thy  rest,  fair  child. 

Fair  child,     (thou)  \  go  to  thy  rest. 
comp.  s.  p. 

2.  Touch  us  gently,  Time. 

•  Time,     (thou)  |  touch  us  gently. 
comp.        i.  p> 

4.   Break,  O  Sea,  on  thy  cold,  gray  stones. 

O  Sea,  (thou)  |  Break  on  thy  cold,  gray  stones. 
comp.       s.  p. 

XII.  Exercise.     (Page  24) 

3.  How  many  miles  an  hour  does  light  travel? 

Interrogative  sentence. 

Light  I  does  travel  how  many  miles  anhtour? 
s.  p. 

4.  Strike  for  your  altars  and  your  fires ! 

Exclamatory  imperative  sentence. 

(You)  |  Strike  for  your  altars  and  your  fires. 

8.  P. 

GAR.    DIJL.  — 2 


18  ENGLISH   GRAMMAR,   PART  I 

11.   Laugh'st  thou,  Lochiel,  my  vision  to  scorn  ! 
Exclamatory  interrogative  sentence. 

Lochiel,  thou  |  laugh'st  my  vision  to  scorn. 
comp.        s.  p 

17.   Has  the  verdict  of  the  jury  been  rendered? 
Interrogative  sentence. 

The  verdict  of  the  jury  [lias  been  rendered. 
s.  p 

XVI.   Collective  Nouns.     Exercise  1.     (Page  30) 

(a)  Consult  the  dictionary  for  meanings  of  words. 

Exercise  2 

1.  In  the  evening  at  the  observatory,  the  whole  class 

com.  com.  "£o7T 

watched  the  eclipse. 
com. 

2.  The  family  holds  a  reunion,  every  Christmas,  at  the  town -hall. 

col.  com.  prop.  com. 

4.  The  whole  nation  mourned  for  the  dead  president. 
col.  com. 

XVII.    (Page  31) 

(b)  The  compilative  in  the  last  stanza  is  "friend." 

The  village  smithy  I  stands  under  a  spreading  chestnut  tree. 


And  the  muscles  of  his  brawny  arms  |  are  strong  as  iron  bands. 
s.  P- 

Our  fortunes  |  must  be  wrought  Thus  at  the  flaming  forge  of  life. 
7.  "p. 


PRONOUNS  19 

XVIII.   Exercise  1.     (Page  32) 

1.  James  enjoys  his  position. 

2.  The  men  have  raised  their  rifles  and  are  about  to  discharge  them. 

3.  Your  opinions  are  also  mine. 

6.   Messrs.  Johnson  and  Co.  are  using  Mr.  Barton's  horse,  and  he  is 
using  theirs. 

Exercise  2 

1.  Mary  will  not  allow  the  sun's  dazzling  light  to  enter  Willie's  sick 

room. 

2.  The  wave  struck  the  ship  violently,  and  nearly  swept  the  passengers 

off  the  deck. 

3.  Land  and  water  form  the  entire  surface  of  the  earth. 

6.   "  The  Reapers  Lord  has  need  of  these  flowerets  gay," 
The  Reaper  said,  and  smiled ; 
"  Dear  tokens  of  the  earth  are  these  flowerets 
Where  the  Lord  was  once  a  child." 


XIX.   Exercise.     (Page  33) 

his  =  Marmion's  thy  =  Angus 

me  =  Marmion  I  =  Marmion 

he  =  Marmion  thee  =  Douglas 

thy  =  Douglas  thy  =  Douglas  « 

I  =  Marmion  thy  =  Douglas 

thee  =  Douglas  thy  =  Douglas 

he  =  the  person  your  =  Douglas 

who  =  the  person  your  =  Douglas 

her  =  England  your  =  Douglas 

I  =  Marmion 
thee  =  Douglas 
thou  —  Douglas 

XXII.   Exercise.     (Page  37) 

(a)  1.  It  (no  antecedent)  is  written,  "  My  (the  Lord's)  house  is  a  house 
of  prayer;  but  ye  (the  merchants  in  the  temple)  have  made 
it  (the  temple)  a  den  of  thieves. 


20  ENGLISH   GRAMMAR,   PART   I 

2.  /  (the   person  speaking;    no  expressed  antecedent),  myself  (for 

emphasis)  sometimes  despise  myself  (reflexive). 

3.  Why  don't  you  (John)  speak  for  yourself  (John  — reflexive),  John  ? 

XXIX.   Exercise  1.     (Page  44) 

1-  I  myself  |  witnessed  the  inauguration. 

s-  P- 

ap. 

2.  My  son  Max  |  is  of  age ;  his  brother  John   is  sixteen. 

«•  p.  s.     p. 

ap-  ap. 


9.   "In  His  Name,"  a  story  by  Rev.  E.  E.  Hale, 


very  popular. 


p. 


ap. 


Exercise  2. 

1.  Milton,  the  blind  poet,  |  is  ranked  below  the  poet  Homer. 
s.  p. 

ap. 

Commas  are  used  to  set  off  the  appositive  because  it  consists  of 
several  words. 

4.  You  yourself  |  have  sometimes  excused  her  anger. 

s-  P- 

ap. 

Commas  are  not  used  because  the  appositive  consists  of  but  one 
word. 

XXX.   Exercise  2.     (Page  45) 

1.  A  single  hay-cart  |  creaks  slowly  down  the  dusty  road., 
S'  verb  entire  predicate 

3.   Did  you  hear  the  moaning  of  the  wind  ? 

you  [Did  hear  the  moaning  of  the  wind 
s-      r-  entire  predicate 


VERBS  21 


XXXI.   Exercise.    (Page  46) 

1.  He  |  sleeps      well 

s.    — --  p. 

v.  state 

2.  Point  toward  the  north. 

Point  |  (you)  toward  the  north. 
p-  s.  p. 


v.  action 


8.  Fifty  workmen  |  were  in  the  mill. 
v.  being 
26.  The  time  |  seemed  ripe  for  action. 
v.  being 

XXXII.  Exercise.    (Page  48) 

1.  Should  have  listened.  6.  May  hear. 

2.  Can  reach.  7.  Can  weave. 

3.  Can  see.  8.  Has  been  marked. 

4.  May  be  amazed.  9.  Do  prove. 

5.  Has  retired.  10.  Hath  seen. 

11.   Could  give. 

XXXIII.  Exercise.    (Page  49) 

1.  The  farmer  plows  his  field.— transitive 

verb 

2.  The  train  moves  rapidly. —  intransitive 

verb 

4.  He  had  done  his  task  well. — transitive 
verb  phrase 

6.  The  storm  grows  furious.— intransitive 
verb 

12.  Sweet  lullabies  the  mother  was  singing  to  her  babe. — transitive 

verb  phrase 


22  ENGLISH   GRAMMAR,   PART  I 

XXIV.   Exercise  2.     (Page  50) 

1.  The  bank        may  break ;        the  factory        (may)  burn 

vb.  phrase-intran.  vb.  phrase-intran. 

3.  It  (mercy)  becomes  the  throned  monarch  better  than  his  crown. 

vb.-tran.  object 

4.  The  child    becomes    a  man. 

vb.-intran. 

5.  When  I       wake       I  am         still  with  thee. 

vb.-intran.      vb.-intran.  * 

7.  Watch  thou,  and  wake  when  others  sleep. 
intran.  intran. 

8.  I  watched  the  early  glories  of  her  eyes 

tran.  object 

As  men  for  daybreak  watch  the  eastern  skies. 
tran.  object 

XXXVII.    Exercise.    (Page  54) 

1.  The  calling  of  the  locomotive  engineer  is  hazardous. 

simple  pred.     adj.  attribute 

2.  .Alexander  Hamilton        was         a       statesman. 

simple  pred.     noun  attribute 

3.  Each  house     shall  be     the  judge  of  the  election  of  its 

simple  pred.         noun  attribute 
own  members. 

4.  This  author's  knowledge  of  his  theme  is  extensive. 

simple  pred.  adj.  attribute 


BE   AS   A   COMPLETE   VERB 


23 


XXXVIII.   Exercise.    (Page  56) 


1.  I 
2. 
3. 
4. 
5. 
6. 
7. 
8. 
9. 
10. 


icate  verb  is    will  be   and  is  incomplete. 


was 

<( 

"  complete. 

is 

'« 

u  incomplete 

is 

<( 

M  complete. 

will  be 

(4 

"  incomplete 

were 

U 

"  complete. 

has  been 

U 

"  incomplete 

rode 

it 

"  complete. 

seems 

a 

"  incomplete 

are 

u 

"  complete. 

XLI.   Exercise.    (Page  58) 

1.   Now  comes  the  sport.     Adverb  of  time  modifying  verb  comes. 
3.   This  boy  is  doing  well,  but  that  one  badly.     Adverbs  of  manner 

modifying  verb  is  doing. 
6.    Herein  lies  the  difficulty.     Adverb  of  place  modifying  verb  lies. 
12.    Promptly  but  sadly  the  messenger  started  thither. 

Promptly  and  sadly  are  adverbs  of  manner.     Thither  is  an  adverb 
of  place.     All  modify  the  verb  started. 
20.    Does  the  prisoner  still  expect  pardon  ?     Adverb  of  time  modifying 
verb  expect. 

XLII.   Exercise.    (Page  59) 

1.    All  exercises  should  be  written  with  eery  great  care.      Adverb 

modifying  the  adjective  great. 
3.   You  were  somewhat  late  this  morning.      Adverb  modifying  the 

adjective  late. 
14.   Others  have  been  found  equally  fickle.      Adverb  modifying  the 

adjective  fickle. 


XLIII.   Exercise.    (Page  60) 

1.   The  brakeman  was  very  severely  injured.      Adverb  modifying 

adverb  severely. 
9.    He    is   nearly  always   discouraged.      Adverb   modifying   adverb 

always. 


24  ENGLISH   GRAMMAR,   PART   I 

XLIV.   Exercise  1.    (Page  60) 

1.  We  shall  now  see  who  are  ready. 

2.  Then  there  went  up  a  mighty  shout. 

3.  The  patient  will  improve  now. 

4.  We  should  always  tell  the  truth. 

6.  The  fields  will  soon  be  plowed. 

7.  Your  letters  should  be  mailed  immediately. 

8.  That  thing  should  never  happen. 

10.   Formerly  he  wrote  often  ;  now  I  seldom  hear  from  him 

Exercise  2.    (Page  61) 

1.  Why  do  Americans  go  there  for  fine  scenery  ? 

6.  The  storm  is  drawing  near. 

7.  My  duty  and  my  interest  both  urged  me  onward. 

9.  Without  were  fightings;  within  were  fears. 
10.  Why  seek  for  that  which  is  beyond? 

12.    The  pendulum  swings  to  and  fro. 

Exercise  3 

1.  The  mother  speaks  gently. 

3.  Her  fingers  moved  rapidly. 

6.  The  children  will  watch  eagerly. 

8.  How  carefully  they  lift  the  wounded  man ! 

XLV.   Exercise.    (Page  62) 

1.  The  night  was  very  dark. 

3.  His  strength  is  almost  exhausted. 

5.  The  day  was  excessively  hot. 

6.  The  buds  are  only  -partially  open. 
8.  You  drove  too  rapidly. 

10.   Most  kindly  his  reproof  was  given. 

16.   The  ground  is  barely  covered  with  snow. 

(b)   XLVI.   Exercise.    (Page  63) 

1.  As  an  adjective  modifying  walls. 

2.  As  an  adverb  modifying  swept. 

3.  As  adverbs  modifying  lived. 


PHRASES 


25 


6.   As  an  adjective  modifying  fire. 

11.   From  all  creatures  is  used  as  adverb  modifying  hides. 
Of  fate  is  used  as  adjective  modifying  book. 


XLVII.     Exercise  1.    (Page  64) 


1.  A  courageous  act.  —  Adj.  7. 

2.  Acted  honorably.  —  Adv.  8. 

3.  Natural  scenes.  —  Adj.  9. 

4.  Home  joys. — Adj.  10. 


Uncontrollable  emotion.  — 
American  history.  —  Adj. 
The  sun's  heat.  —  Adj. 
Inexcusable.  —  Adj. 


Adj. 


5.  A/ur-lined  coat.  —  Adv.        11.    Working  earnestly.  —  Adv. 

6.  Fashionable  resorts.  —  Adj.     12.   A  tmospheric  disturbances.  —  Adj. 

13.  Told  simply.  —  Adv. 

14.  Send  instantly.  —  Adv. 

15.  Mine  rightfully.  —  Adv. 

16.  Two  worked  advantageously. — Adv. 

17.  Excitedly.  —  Adv. 

18.  Returned  triumphantly. —  Adv. 

19.  It  was  done  hastily.  —  Adv. 

20.  A  spotless  reputation.  —  Adj. 


Exercise  2.    (Page  65) 


Fond  of  life  in  the  open  air. 

The  welfare  of  the  people. 

Moments  of  sorrow. 

A  place  of  rest. 

Joys  of  home. 

A  spirit  of  deuoutness. 

7.  Study  of  botany. 

8.  Needs  of  the  human. 

9.  A  gift  of  royalty. 
10.    A  soul  without  guilt. 


11.  Designs  of  flowers. 

12.  Color  of  the  locality. 

13.  Ceased  at  once  or  on  the  instant. 

14.  Spoke  ivith  great  anger. 

15.  Flew  for  a  great  distance. 

16.  Hopeful  at  all  limes. 

17.  Cheered  with  enthusiasm. 

18.  A  journey  taken  at  small  cost. 

19.  Pure  in  morals. 

20.  Withdrew  without  noise. 


21.  Were  brought  in  contact  with  each  other. 

22.  Was  done  with  ease. 

23.  Of  exceeding  importance. 

24.  Inclined  to  music. 


26  ENGLISH   GRAMMAR,  PART  I 

LIV.  Exercise.    (Page  73) 

1.  A  strange  feeling  had  been  growing  upon  him  while  he  read. 

clause 
Sentence  is  complex.     Clause  is  adverbial,  modifying  had  been 
growing. 

2.  A  young  man  who  lived  in  a  cabin  on  Blue  Hill  sent  out  a  careful 

clause 
report  of  the  year's  storms. 

Sentence  is  complex.    Clause  is  adjective,  modifying  man. 

3.   Enjoyment  may  afford  strength  to  mind  and  body. 
Sentence  is  simple. 

4-  That  the  gate  had  been  left  open  was  quite  forgotten. 
clause 
Sentence  is  complex.     Clause  is  noun,  subject  of  sentence. 

5.  Arts  followed  where  Home's  eagle  led. 

clause 
Subject  complex.     Clause  is  adverbial,  modifying  followed. 

6.  Four  wet  and  muddy  boys  walked  in  at  the  gate. 
Sentence  is  simple. 

7.  The  home  of  Florence  Nightingale  is  walled  about  by  the  prayers 
that  rise  for  it  from  a  thousand  grateful  hearts. 

clause 
Sentence  is  complex.     Clause  is  adjective,  modifying  prayers. 

8.  Before  the  physician  arrived,  the  man  who  had  lain  unconscious 

clause  clause 

was  restored. 

Sentence  is  complex.      First  clause  is  adverbial,  modifying  was 
restored.     Second  clause  is  adjective,  modifying  man. 

9.  You  will  find  your  books  where  you  left  them. 

clause 
Sentence  is  complex.     Clause  is  adverbial,  modifying  will  find. 


CLAUSAL  ANALYSIS  27 

10.  "You  have  done  me  a  real  service,"  he  said. 

clause 

Sentence  is  complex.     Clause  is  noun,  used  as  object  of  said. 

11.  Life  is  what  we  make  it. 

clause 

Sentence  is  complex.     Clause  is  noun,  complement  of  life. 

12.  While  he  slept  the  enemy  came. 

clause 
Sentence  is  complex.     Clause  is  adverbial,  modifying  verb  came. 

LIY.     Exercise.    (Pages  73-74) 

1.  I  rank  him  with  men     who  speak  for  justice. 

adj.  clause, mod,  men 

2.  Now  select  the  men  whom  you  will  have  in  your  company. 

adj.  clause,  mod.  men^ 

3.  That  he  has  failed  is  now  admitted. 


noun  clause  sub.  of  sentence 


4.  The  thirsty  animal  makes  a  rush         when  he  scents 

adverbial  clause,  mod. 
the  water  springs. 

verb  makes 

5.  They  must  still  love  the  land  in  which  they  have  left 

m  ^  .     .  adj.  clause 

the  bones  of  their  sires. 


mod.  land. 

6.  Strike  till  the  last  armed  foe  expires. 

adv.  clause,  mod,  strike 

7.  He        who  is  gone,       left  me  in  thy  care. 

adj.  clause,  mod.  he_ 


28  ENGLISH   GRAMMAR,   PART   I 

8.  Friends  whose  memory  we  cherish  so  dearly,  once  trod 

these  p"athl  adj.  clause,  mod,  friends 

9.  You  helped  me    ,  when  I  was  in  need. 

adv.  clause,  mod.  helped 

10.  Let  us  use  our  strength        hefore  we  Lose  it. 

adv.  cl.,  mod.  verb  use 

11.  Why  he  delays,  perplexes  me. 
noun  cl.,  sub.  of  sentence 

12.  Wolves  are  seldom  seen  where  the  population  is  dense. 

adv.  cl.,  mod.  verb  are  seen 

13.  That  you  have  wronged  me,  doth  appear  in  this. 

nouncl,  sub.  of  sentence 

14.  Conscience  is  a  great  ledger-book  in  which  all  our 

adj.  clause 
offences  are  written  and  registered. 
modifying  ledger-book 

15.  He  cometh  unto  you  with  a  tale  which  holdeth  children 

adjective  clause 
from  play  and  old  men  from  the  chimney  corner. 
modifying  noun  tale 

16.  They,  while  their  companions  slept, 

adverbial  cl.,  mod.  verb  were  toiling 
Were  toiling  upward  in  the  night. 

The  rose  is  fairest  when  'tis  budding  new, 


adv.  clause,  mod.  verb  phrase  is  fairest 
And  hope  is  brightest  when  it  dawns  from  fears. 

adv.  clause,  mod.  adj.  brightest 

And  when  he  played,  the  atmosphere 

adv.,mod.  verb  was  filled 
Was  filled  with  magic,  and  the  ear 
Caught  echoes  of  that  Harp  of  Gold 


CLAUSAL   ANALYSIS  29 

Whose  music  had  so  weird  a  sound. 
adjective  clause,  modifying  noun  harp 

He_is  the  man  who  was  so  poor  or         who  seemed  so  poor. 

clause  connective  clause 

LV.   Exercise.     (Page  75) 

1.  They      who  live  virtuously      help  those         who  come  after. 

clause,  modifying  they  clause,  modifying  those 

who  ss  conjunctive  pronoun.  who  =  conjunctive  pro. 

they  =  antecedent.  they  ss  antecedent. 

2.  Ventilation  is  a  matter     which  few  understand. 


clause,  modifying  matter 
which  =  conjunctive  pronoun.         matter  =  antecedent. 

3.   The  peasant  enjoyed  his  simple  home  with  her  who  won  his  heart. 

clause,  mod.  her 
who  =  conjunctive  pronoun.  her  =  antecedent. 

4  Here  was  a  girl  who  never  saw  a  flower. 
clause,  mod.  girl 
who  =  conj.  pro.         girl  =  antecedent. 

5.  He  knew  the  arts  in  which  the  wise  excel . 


clause,  mod.  arts 
which  =  conj.  pro.         arts  =  antecedent. 

6.  Those  whom  I  reverence,   I  fear. 

clause,  mod.  those 
whom  =  conj.  pro.         those  =  antecedent. 

7.  We  have  lost  a  neighbor  whose  Jieart  knew  others'  woe. 

clause,mod.  neighbor 
whose  =  conj.  pro.        neighbor  =  antecedent. 

8.  Hold  him  in  esteem  whose  hand  has  helped  the  poor. 

clause,  mod,  him 
whose  =  conj.  pro.         him  =  antecedent. 


30  ENGLISH  GRAMMAR,   PART  I 

9.  Often  I  think  of  the  beautiful  town, 
That  is  seated  by  the  sea. 
clause,  mod.  town 
that  =  conj.  pro.         town  =  antecedent. 

LIV.   Exercise.     (Page  80) 

1.  Tom  said  that  he  should  try  to  run  back  into  Plymouth,  where 

he  lived. 

2.  Proudly  exhibiting   his  double-eagle,  Tom   said   that  here  was 

what  he  got  for  his  labor. 

3.  The  father  said  grimly  that  it  was  very  well  no  doubt. 

4.  Priscilla  said  to  John  Al.den  that  by  those  words  she  could  see 

how  little  he  prized  her. 

5.  The  Puritan  maiden  said  that  she  had  been  thinking  all  day  of 

the  hedge-rows  of  England. 

6.  The  poet  cried  that  now  that  was  after  his  own  heart. 

7.  The  maiden  said  with  gentle  look  that  Hiawatha  was  welcome. 

8.  Hypatia  said  that  she  had  done  no  wrong  and  feared  no  punish- 

ment. 

9.  He  said  that  he  was  a  plain  man  and  knew  nothing  about  argu- 

ment. 
10.   Mr.  Macaulay  said  that  he  was  so  sensible  of  the  kindness  with 
which  the  House  had   listened  to  him  that  he  would  detain 
them  no  longer. 

LIX.   Exercise  2.     (Page  81) 

1.  Mr.  Brougham  said  to  his  constituents:    "I  trust  myself  once 

more  in  your  faithful  arms ;  I  fling  myself  again  on  your  pro- 
tection; I  call  aloud  to  you  to  bear  your  own  cause  in  your 
hearts." 

2.  Addison  wrote  in  the  Spectator :  "  When  I  look  upon  the  tombs 

of  the  great,  every  emotion  of  envy  dies  in  me ;  when  I  read 
the  epitaphs  of  the  beautiful,  every  inordinate  desire  goes  out; 
when  I  meet  with  the  grief  of  parents  upon  a  tombstone,  my 
heart  melts  with  compassion." 

3.  The  herald  advanced  and  proclaimed,  "  These  are  prisoners  taken 

in  arms  against  the  Roman  senate  and  people." 

4.  Mr.  Chapin  said,  "  We  who  dwell  upon  the  land  think  too  little 

of  the  privations  of  those  who  do  business  on  the  sea." 


ANALYSIS  31 

5.  He  was  once  heard  to  say,  "  The  child's  grief  throbs  against  the 

round  of  its  little  heart  as  heavily  as  the  man's  sorrow." 

6.  Jones  said,  "As  I  was  traveling  one   evening,  and   sat,  dismal 

and  homesick,  in  the  cold  car,  I  heard  two  men  upon  the  seat 
before  me  talking  of  lectures." 

ANALYSIS 

B.  As  the  authors  suggest  in  their  note  to  teachers  on  page  84 
of  their  English  Grammar,  "  It  is  well  to  have  some  form  of  analy- 
sis that  may  be  used  by  all  the  pupils  in  a  class." 

The  following  is  a  method  of  analysis  by  diagrams,  the  essential 
features  of  which  are  explained  by  means  of  very  simple  sentences 
and  notes. 

The  difficult  sentences  in  Metcalf's  Grammar  are  then  diagrammed 
according  to  the  method  explained. 

1.  Unmodified  subject  and  predicate  (page  45  of  Grammar). 

Canary  birds  |  sing  sweetly. 
Birds  |  sing 

The  unmodified  subject  and  unmodified  predicate  verb  are  placed 
on  a  horizontal  line  and  separated  by  a  short  vertical  line. 

2.  The  object  of  the  verb  (page  52). 

The  woman  |  spins  the  yarn. 

woman   I    spins 
■ — = 1  yarn 

The  object  complement  of  the  verb  spins  is  placed  on  a  line  con- 
tinuous with  the  predicate,  because  it  really  completes  the  predi- 
cate, but  it  is  placed  a  little  below  it  because  the  object  also  modifies 
the  verb. 

3.  Predicate  nouns  (page  54) . 

Beethoven  I  was  a  musician. 


Beethoven    I   was  musician 

E 

The  predicate  noun  musician  is  placed  on  the  same  line  as  the  copu- 
lative verb  toas,  because  combined  with  the  copulative  verb  it 
forms  the  simple  predicate.  It  is  connected  with  Beethoven  to 
show  that  it  modifies  Beethoven. 


32  ENGLISH   GRAMMAR,   PART  I 

4.  Predicate  adjectives  (page  54) . 

The  pupils  |  are  restless. 

I 1 

pupils  |   are  restless. 

Predicate  adjectives  are  treated  in  the  same  way  that  predicate  nouns 
are  treated,  and  for  the  same  reason. 

5.  Word  modifiers  of  subject  and  predicate. 

That  horse  |  walks  rapidly, 
horse  I  walks 


That  rapidly 


The  adjective  that  which  modifies  horse  is  placed  below  horse  on  a 
horizontal  line,  and  is  connected  with  it  by  a  vertical  line.  The  ad- 
verb rapidly  is  placed  in  the  same  way  below  the  verb  walks. 

All  word  modifiers  except  noun  and  adjective  attributes  are  placed 
below  the  words  which  they  modify,  and  are  connected  with  the 
words  which  they  modify  by  vertical  lines. 

6.    Phrase  modifiers  of  subject  and  predicate . 

The  nest  of  an  oriole  |  is  hung  on  a  slender  bough, 
nest    I    is  hung 


j&LThe.  jo 

j  oriole  bough 


slender 


The  phrase  of  an  oriole  is  an  adjective  phrase  (p.  64),  and  modifies 
the  noun  nest.  The  preposition  of  connects  the  phrase  of  which 
it  forms  a  part  with  the  word  which  the  phrase  modifies  (p.  66). 

We  place  of  on  a  dotted  vertical  line. 

In  this  system  of  diagramming  dotted  lines  are  used  to  show  con- 
nections. Wherever  the  connective  has  no  other  use  in  the  sen- 
tence, it  is  placed  on  the  dotted  line  ;  when  it  serves  also  as  another 
part  of  speech,  the  dotted  line  is  connected  with  it. 

The  adverbial  phrase  (p.  64)  on  a  slender  bough  is  connected  with  the 
predicate  verb  is  hung  in  the  same  way  that  of  an  oriole  is  con- 
nected with  nest. 


ANALYSIS  33 


7.    Clause  modifiers  of  subject  and  predicate. 
(a)  Adjective  clause. 

The  boy  who  was  ill  |  has  recovered. 

boy  I  has  recovered 
— i 

MThe 
■ L 


who  j  |  was  ill 

The  adjective  clause  who  was.  ill  is  diagrammed  as  a  sentence  because 
it  consists  of  subject  (who)  and  predicate  (was  ill)  (p.  71).      The 
dotted  line  shows  that  the  word  who,  which  is  the  subject  of  the 
clause,  is  used  also  as  a  connective  (p.  75). 
(b)  Adverbial  clause. 

I  |  learned  this  poem  when  I  was  a  child. 

I  |  learned 

1^ 1  poem 

is  [this 


i j 1 

I  |  w£s  child 

The  clause  when  I  was  a  chill  is  adverbial  because  it  modifies  the  verb 

learned. 
When,  the  connective,  is  placed  on  the  dotted  line  between  the  two 

verbs,  both  of  which  it  modifies. 
(c)  Noun  clause. 

That  he  has  failed  |  is  now  admitted. 

I 

he  |  has  j  failed 

I  is  admitted 


The  clause  that  he  has  failed  is  the  subject  of  the  sentence.  It  is 
placed  above  the  subject  line  of  the  sentence  that  it  may  be  itself 
diagrammed,  but  it  is  connected  by  a  vertical  line  with  the  subject 
line.  That  is  used  to  introduce  the  noun  clause.  (See  note, 
page  213.) 

OAR.    DIA.  — 3 


34 


ENGLISH   GRAMMAR,   PART   I 


8.    Compound  subjects  and  compound  predicates. 

John  and  Mary  |  attend  school. 
John    and    Mary  |    attend 

J  school 
John  |  studies  lessons  and  plays  games. 

John    |   studies       and         plays 

games 


lessons 


John  and  Mary,  forming  the  compound  subject,  are  connected  by  a 
dotted  line,  as  are  the  compound  predicate  verbs  studies  and  plays. 
9.    Compound  phrases. 

He  |  went  down  the  road  and  into  the  house. 

He  J   went 


1 2   and 
j  road 
|  the 


house 


[the 


Both  the  phrases  down  the  road  and  into  the  house  modify  went  and 

they  are  connected  by  and. 
10.    Compound  clauses. 

The  house  in  which  Dewey  lives  and  which  was  given  him  by  the 
people,  is  in  Washington. 

house       I       is 


lives 

!  The 

[m< 

;andj 

■±\ 

;s  Washington 

Dewey 

j3* 

i 

whi£h  |  was 

given 

!  & 

Iff  L 

!°   him 

people 

|  the 
Both  clauses  modify  house  and  are  connected  by  and. 


SELECTIONS   FOR   ANALYSIS   AND  PARSING 


35 


11.    Compound  sentences. 

The  wind  blew  and  the  rain  fell. 


wind    |    blew       „_an(l„. 
I  The 


fell 


[the 


The  two  clauses  being  of  equal  rank  may  be  placed  on  the  same  level 
and  connected  by  a  dotted  line  on  which  is  placed  the  coordinate 
connective,  or 

Sometimes  the  clauses  of  a  compound  sentence  are  so  many,  or  the 
modifiers  are  so  long,  that  it  is  more  convenient  to  arrange  them 
one  below  the  other,  in  which  case  the  use  of  the  coordinate  con- 
junction shows  that  the  sentence  is  compound. 

Example. 

Tigers  are  often  very  deceptive  and  I  am  a  cautious  person,  but  going 
within  arm's  length  I  quietly  put  a  bullet  through  the  beast's  eye. 


m  1                   1 

Tigers  |  are  deceptive 

j  §    1  often 
•  a  ■ 

{very 

JL 

i 
am  person 

tious 

2 

la 

cau 

i    i 

put 

net 

P 

!ctq 
!*- 

|        eye 

going 

|_bu 

quietly 

id 
lie 

ncth 

1  arm's 

Ithe 

beast's 

When  a  compound  sentence  consists  of  several  clauses  whose  parts 
are  not  connected  by  expressed  conjunctions,  the  clauses  may  be 
analyzed  as  if  they  were  a  series  of  independent  sentences. 


36 


ENGLISH   GRAMMAR,   PART   I 


Other  difficulties  of  diagramming  are  explained  as  they  are  reached  in 
the  sentences  given  for  analysis. 

LXI.   Exercise.     (Page  84) 

Gayly  the  old  man  sang  to  the  vibrant  sound  of  his  fiddle, 
And  anon  with  his  wooden  shoes  beat  time  to  the  music. 


[the 
old 


sang 


And 


Gayly 


sound 


|the_ 
vibrant 


fiddle 


beat 


1  time 


shoes 


his 
wooden 


music 


the 


Merrily,  merrily  whirled  the  wheels  of  the  dizzying  dances 
Under  the  orchard  trees  and  down  the  path  to  the  meadows; 
Old  folk  and  young  together,  and  children  mingled  among  them. 
This  sentence  consists  of  two  independent  clauses. 

wheels  whirled 


io  the 

r — 

•  dances 


Merrily    J^  and  j° 

Ptrees  I       Path 


dizzying 


[the 


orchard 


.[the 
meadows 


folk 


and. 


(folk) 


and 


children 


loid 


young 


mingled 


ii 

leg 


together 


them 


SELECTIONS   FOR   ANALYSIS   AND   PARSING !         37 

Old   folk   and   young   together,   and    children    mingled   among  them,   is 
explanatory  of  wheels ;  hence  is  a  modifier  of  wheels. 

A  word  which  is  understood  {folk  after  young)  is  placed  in  paren- 
thesis. 
Fairest  of  all  the  maids  was  Evangeline,  Benedict's  daughter ! 

i 1 

Evangeline  |  was  fairest 


daughter  jS, 


_       ,,    ,  !  maids 

Benedict's  'i        i 

[all   |  the 

Benedict's  daughter  is  used  as  an  appositive  of  the  noun  Evangeline ; 
hence  modifies  it  (page  43). 

Noblest  of  all  the  youths  was  Gabriel,  son  of  the  blacksmith. 
This  sentence  resembles  the  one  immediately  preceding  it. 

And  lo  !  with  a  summons  sonorous 
Sounded  the  bell  from  its  tower,  and  over  the  meadows  a  drum  beat. 


ft 

r 

•  bell     | 

lo! 
sounded          and          drum 

beat 

[the 

i3       !? 

|  tower   •  summons 

is 

ICt> 

j  meadows 
[the 

|  its 

PL 

sonorous 

Lo  !  being  an  interjection  does  not  belong  to  either  subject  or  predi- 
cate ;  hence  we  place  it  above  the  sentence  to  show  that  it  is  not  a 
modifier. 

And  is  not  used  as  a  connective  within  this  sentence,  but  to  introduce 
the  interjection  and  to  connect  the  idea  conveyed  in  this  sentence 
with  that  in  the  preceding  sentence. 


38 


ENGLISH  GRAMMAR,   PART   I 


LXII.   Exercise.     (Page  86) 
6.    America,  our  proud  and  happy  home,  we  love  thee. 

America 


home 


|  our 
proud 


and 


happy 


we    |    love 


thee 


The  compilative,  America,  forming  no  part  of  either  subject  or  predi- 
cate (p.  22),  is  independent  of  the  rest  of  the  sentence;  we  there- 
fore place  it  above  the  sentence.  America  is  described  by  our 
proud  and  happy  home. 

8.   Whose  was  the  sinewy  arm  that  flung  defiance  to  the  ring? 


i ; 1 

arm         was    Whose 


[the 


smewy 


tha,t    |    flung 


"|Pefiance 


j  ring 
[the 


LXIV.    Exercise.     (Page  87) 

1.    The  unwearied  sun  from  day  to  day 
Does  his  Creator's  power  display, 
And  publishes  to  every  land 
The  work  of  an  Almighty  hand. 


SELECTIONS  FOR   ANALYSIS   AND  PARSING 


39 


sun 


does  display 


And 


publishes 


[The 
unwearied 


1 

° !   day 


power 


o 
land 


work 


Creator's 


day 


hand 


an 

Almighty 


Unwearied  is  an  adjective  modifying  the  noun  sun. 
Every  is  an  adjective  modifying  the  noun  land. 
Almighty  is  here  an  adjective  modifying  the  nouu  hand. 

2.   Woodman,  spare  that  tree  1 
Touch  not  a  single  bough  I 
In  youth  it  sheltered  me, 
And  I'll  protect  it  now. 

Woodman 


(You)    |      spare 


tree 


(You) 


touch 


bough 


ngle 


it  sheltered  And  I     I    will        protect 

T — Ul 

I  now 


youth 


Not  is  an  adverb  modifying  the  verb  touch. 

It  is  a  personal  pronoun,  subject  of  the  verb  sheltered. 

Now  is  an  adverb  of  time  modifying  the  verb  will  protect. 


40 


ENGLISH   GRAMMAR,   PART  I 


3.   That  old  familiar  tree 
Whose  glory  and  renown 
Are  spread  o'er  land  and  sea, 
And  wouldst  thou  hew  it  down  f 
Woodman,  forbear  thy  stroke  ! 
Cut  not  its  earth-bound  ties ; 
O  spare  that  aged  oak 
Now  towering  to  the  skies. 


i 

I  thou 


wouldst   hew 


j glory  and  renown  |  Are  spread 


Whose 

i 


L J 


Woodman 


(thou) 


forbear 


stroke 


]thy 


(thou)  Cut 


|not 


I  ties 


its 
earth-bound 


SELECTIONS   FOR   ANALYSIS   AND   PARSING        41 


o, 

(thou) 

spare 

i 

oak 

lthat 
aged 

towering 

|Now     jo 

» skies 

|the 


Whose  is  a  conjunctive  pronoun  joining  the  clause,  whose  glory  and 
renown  are  spread  o'er  land  and  sea,  to  its  antecedent  tree.  Wouldst 
hew  is  a  verb  phrase  —  wouldst  is  an  ancient  form  of  would.  Down 
is  here  an  adverb  modifying  wouldst  hew.  When  down  is  followed 
by  an  object  it  is  a  preposition  —  as,  He  fell  down  the  stairs. 

Desire  of  wealth  is  characteristic  of  the  civilized  man. 


6. 


Desire  is  characteristic 


wealth 


I  the 


6.   Supply  is  after  goodness.  I  civilized 

Never  is  an  adverb  modifying  the  adjective  fearful. 

8.    A  change  came  o'er  the  spirit  of  my  dreams. 
The  boy  was  sprung  to  manhood  ;  in  the  wilds 
Of  fiery  climes  he  made  himself  a  home, 
And  his  soul  drank  their  sunbeams. 


change 


came 


K 


spirit 


dreams 


42 


ENGLISH   GRAMMAR,   PART  I 


boy         was         sprung 


I  The 


o 
manhood 


he 


made 


•  himself 


home 

— n 


wilds 


soul 


JO  [the 


i  climes 


drank 


fiery 


I  his 


I    sunbeams 


their 


9.   See  page  54  for  the  verb  seem. 
10.   How  is  an  adverb  modifying  the  adjective  poor. 

That  is  a  conjunctive  pronoun  connecting  the  clause  that  have  no 
patience  with  they,  and  forming  also  the  subject  of  the  clause. 

15.    Stand  not  upon  the  order  of  your  going, 
But  go  at  once. 


(you)   |    Stand        But         go 


fs 

13 


at  once 


•  order 


o    J  the 
going 
your 


Order  is  a  noun  object  of  the  preposition  upon. 

At  once  stands  for  immediately,  now ;  hence  is  an  adverb  modifying  go. 


SELECTIONS   FOR   ANALYSIS   AND   PARSING 


43 


19.    That  is  no  slander,  sir,  which  is  a  truth, 
Sir,       


That 


slander 


4 


I  no 


whicjh  is 


truth 


k 


21.    Uneasy  lies  the  head  that  wears  a  crown. 

If  lies  is  equivalent  to  if  (Uneasy  is  the  head,  etc.),  then  uneasy  is  a 
predicate  adjective ;  but  if  lies  is  equivalent  to  rests  (Uneasy  rests 
the  head,  etc.),  then  uneasy  is  an  adverb  modifying  the  verb  lies, 
and  stands  by  poet's  license  for  uneasily. 

34.   Home-keeping  youths  have  ever  homely  wits. 

youths  have 

wits 


Home-keeping      \  ever 


homely 

36.   The  brightest  of  all  things,  the  sun,  has  its  spots, 
brightest  has 


spots 


things 


|  all 


37.   Intelligence  and  courtesy  not  always  are  combined; 

Often  in  a  wooden  house  a  golden  room  you  find. 
i 

Intelligence        and         courtesy         are        combined 


always 


you 


find 


Often 


room 


house 


golden 


wooden 


44  ENGLISH   GRAMMAR,   PART   I 

Not  is  an  adverb  modifying  the  adverb  always. 

38.   In  the  Acadian  land,  on  the  shores  of  the  Basin  of  Minas, 
Distant,  secluded,  still,  the  little  village  of  Grand  Pre 
Lay  in  the  fruitful  valley. 


village 


Lay 


|the 


little 


Distant 


secluded 


still 
Grand  Pre 


illey 

!  land 
|  shores               |  the 
!  o_   1  the        Acadian 

|the 

fruitful 

i 

Basin 

!  Minas 

39.   Many  an  inherited  sorrow  that  has  marred  a  life  has  been  breathed 
into  no  human  ear. 


has 


been         breathed 


inherited  . 


Many  an  (a) 


that has         marred 


1 — 

<  i-i. 


[no 


human 


Many  a  is  used  as  an  adjective  modifier,  and  indicates  that  the  objects 
represented  by  the  noun  which  it  modifies  are  considered  one  at  a 
time. 

41.    Cover  the  embers, 

And  put  out  the  light, 
Toil  comes  with  the  morning, 
And  rest  with  the  night. 


SELECTIONS  FOR  ANALYSIS   AND  PARSING 


45 


(you)     |    Cover  And 


embers 


put 


I  light 
out  r~ 

1 khe 

|  the  


Toil 


comes 


;  morning 


And         rest (comes) 


[the 


4 

if 

!  night 


47.    We  drink  that  wine  all  day, 

Till  the  last  drop  is  drained  up; 
And  are  lighted  off  to  bed 
By  the  jewels  in  the  cup. 


We     |    drink 


drop 


I  the 
last 


if 


And 
wine 


lighted 


that 


fall 

is     drained 


< 
jewels 


bed 


the 


cup 


the 


7^a/  is  an  adjective  modifying  icmg. 

-4W  is  an  adjective  modifying  day  (p.  256). 

Till  is  a  conjunction  connecting  the  clause  which  follows  it  with  the 

verb  drink. 
The  preposition  during  is  understood  before  day. 


PART    II 

LXVI.   Exercise.     (Page  92) 

3.    See  those  luscious  peaches  and  the  mammoth  clusters  of  grapes, 
the  reward  of  care  and  toil. 


(You) 


see 


/    the  jo 


clusters 


mammoth 


j  grapes 


Icare        and       toil 


The  reward,  being  both  the  peaches  and  the  clusters  of  grapes, 
must  be  placed  as  an  appositive  modifier  of  both. 
4.    Has  the  grocer  forgotten  us,  or  does  his  errand  boy  loiter  on  the 
way? 

This  sentence  is  equivalent  to  (p.  21) :  The  grocer  has  forgotten 
us,  or  the  errand  boy  does  loiter  on  the  way. 

grocer    |   Has        forgotten        or        boy         does        loiter 


[the 


the 
errand 


;  way 
[the 


5.   Some  lions  are  exceedingly  fierce,  and  their  roar  is  terrible. 


...  «  i  l       i  i 

lions     |    are        fierce        and        roar    |     is       terrible 


Some 


exceedingly 


their 


Exceedingly  is  an  adverb  modifying  the  adjective  fierce. 

46 


INFLECTION 


47 


7.    Alas !  how  soon  their  race  was  run  ! 
Alas! 


race 

was 

run 

1  their 

soon 

how 

9.   The  wind  waved  the  branches,  and  the  sun  came  out  and  turned 
those  myriads  of  beads  and  drops  to  flashing  prisms. 

wTind       I      waved 


branches 


the 


and       turned 


"1  myriads 


prisms 


flashing 


those 


beads     and    drops 


10.    I  cannot  love  the  man  who  does  not  love  the  song  of  happy  birds. 

I  can         love 

I +  |  man 

i|the_ 


who!    I  does    love 


son 


Saline. 

i 

J  birds 


LXVI.   Exercise  2.     (Page 
1.   Go  to  the  ant,  thou  sluggard. 

sluggard 


happy 


thou 
(thou)    I    Go 


•  ant 


|the 


48  ENGLISH   GRAMMAR,   PART  II 

5.   So  long  a  train  I  had  never  before  seen. 
I     |    had        seen 


before 


|  train 


a 
long 


7.   My  mother,  hovered  thy  spirit  o'er  thy  sorrowing  son? 

The  sentence  is  equivalent  to :  My  mother,  thy  spirit  hovered 
o'er  thy  sorrowing  son. 

mother 


IMF 


spirit    I    liovered 

"1 ^!Z — 

I  thy  j 


!  son 


[thy 


sorrowing 


9.    The  world  should  be  thankful  when  the  delicate  fibers  of  the  poet 
and  man  of  genius  are  freely  worked  in  its  service. 


world          should        be 

1 
thankful 

u 

The                     b- 

•     !° 

fibers          dre 

worked 

1 

i 

I 

|the 
delicate 

U'|  freely 

j  service 

i 

[his 
man 

1 

[po 

3t         and 

j  genius 

CASE  49 


LXVII.    Exercise  2.     (Page  109) 

he. 

1.  It  was  I,  not    . 

she. 

2.  „,      and  I  met  ,  .      in  Paris. 
She  him 

him? 

3.  Was  it  Jane  and  ,       who  met  her  ? 

ne  them? 

4.  It  was    .      who  named  you  and  ,. 

she  J  him. 

5.  To  Ralph  and  ,        belongs  the  credit. 

6.  Was  it  I  or  h®    that  lost  it? 

she 

her. 

7.  I  know  it  was  made  for  Mary  and  him. 

me. 

he 

8.  Both  and  I  were  wrong. 

her 

9.  I  see  that  for  .  .      and  me  there  is  no  excuse. 

him 

10.  I  ask  no  favor  of  her  or  him. 

11.  Did  you  and  he  meet  them  there? 

12.  They  spoke  rudely  to  her  and  me. 

13.  It  was  not  I.     Was  it  she  ? 

14.  Against  him  and  me  they  bring  no  complaint. 

15.  Will  it  be  you  or  /  that  will  win? 

16.  It  may  be  either  he  or  she. 


LXXVIII.   Exercise.     (Page  111) 

1.  The  writings  of  Dr.  Holmes. 

2.  The  efforts  of  Page  and  Hawley. 

8.   The  experience  of  the  Sixth  Regiment. 
10.   It  is  not  beauty  I  demand, 

A  crystal  brow,  the  despair  of  the  moon, 

Nor  the  daughter  of  the  snow, 

Nor  the  yellow  pride  of  hair  of  the  mermaid. 

GAB.    DIA. — 4 


50 


ENGLISH   GRAMMAR,   PART   II 


LXXX.   Exercise.     (Page  114) 

1.  Professor  Morse,  the  inventor  of  the  electric  telegraph,  was  born 

in  Charlestown,  Mass. 
Inventor,  the  appositive  of  Professor  Morse,  is  in  the  nominative  case, 
to  agree  with  the  noun  which  it  represents. 

2.  This  counsel  was  Washington's — his  who  is   justly  styled  the 

Father  of  his  Country. 


counsel  was  (counsel) 


This 


Washington's 


his 


who  j  |  is       styled       Father 


justly 


I S,  I  the 
Country 


113.) 
ter. 


His  is  an  appositive  of  Washington's. 

4.  Winn  the  baker's.     (See  exception,  p.  _ 

5.  Elizabeth's  child  is  the  appositive  of  daught 

6.  Child  is  the  appositive  of  daughter. 

7.  Elizabeth's  is  the  appositive  of  daughter. 

LXXXIII.   Exercise.     (Page  117) 
4.    A  younger  brother  of  this  ruined  man  was  an  early  victim  to  the 
same  pernicious  habit. 


COMPARISON   OF   ADJECTIVES 


51 


5.   Numerous  rich  specimens  found  ready  sale  at  the  first  and  second 
stands. 


specimens 

found 

a 

Numerous    jrich 

Uj, 

§-     J  ready 
stands 

|the 

first        and 

second 


10.   Perkins,  an  illustrious  American  inventor,  substituted  steel  for 
copper  in  engraving  bank-notes. 


Perkins 


substituted 


inventor 


|  an 


illustrious 


yl  steel 
o    

'copper 
engraving 


3 


bank-notes 


American 


LXXXIV.   Exercise.     (Page  119) 

1.   Rip  Van  Winkle  was  one  of  those  happy  mortals  who  take  the 
world  easy. 


Rip  Van  Winkle  was        one 


mortals 


those 
happy 

who ! 

take 

Lc.        world 

1 "           [the 

Easy  is  here  an  adverb  equivalent  to  easily. 


52 


ENGLISH   GRAMMAR,   PART  II 


3.   He  assisted  at  the  sports  of  the  children,  made  their  playthings, 
and  told  (to)  them  long  stories  of  ghosts,  witches,  and  Indians. 


He  |  assisted  ,  made       and     told 

"" " """        jy|   stories 

p!aythings  |brfe 

{ghosts,  witches  and  Indians 


5  sports 
jo    |tibe 

» children 


|the 


Them  and  stories  both  appear  to  be  the  objects  of  the  verb  told,  but 
if  the  sentence  is  rearranged  —  he  told  stories  to  them  —  it  will  be 
seen  that  them  is  the  object  of  the  preposition  to  (p.  243). 


4.   He  said  that  his  farm  was^the  most  pestilent  little  piece  of  ground 
in  the  whole  country. 


He 


said 


farm 


piece 


Ue 

little 


pestilent 


ground 


most 


i3' 

J  country 


the 
whole 


That  is  a  subordinate  conjunction,  having  no  other  use  in  the  sentence 
than  to  connect. 


THE   PRESENT   TENSE,   TIME   INDEFINITE  53 

XC.   Exercise  2.     (Page  127) 

2.   I  choose  a  seat  by  the  window. 

T  choose 

1    seat 


;  window 


[the 

11.   Our  train  speeds  from  city  to  city, 
train  speeds 

Iomi       L    If 

Scity 
jcity 

15.    The  enemy  throws  barriers  in  the  way. 
enemy  throws 


|The 


barriers 
15* 


XCI.   Exercise.     (Page  128) 

(a)  The  verb  in  each  of  sentences  2,  3,  4,  5,  6,  8,  9,  10,  11,  12,  13,  14, 

15,  16,  17  expresses  indefinite  time. 

(b)  2.   The  waves  are  dashing  against  the  rocks. 

3.  The  sun  is  setting  behind  the  hills. 

4.  My  father  is  using  a  gold  pen. 

5.  Old  Dobbin  is  feeding  on  the  hillside. 

6.  The  schoolboys  are  gathering  on  the  ice. 

8.  Wolves  are  howling  and  making  night  hideous. 

9.  Rain  is  falling  on  the  grave  of  our  loved  one. 
10.   Towser  is  lying  in  the  sun  and  sleeping. 


54  ENGLISH   GRAMMAR,   PART  II 

11.  Dogs  are  worrying  the  sheep. 

12.  My  uncle  is  straining  his  ear  to  catch  the  notes  of  my  harp. 

13.  Hearts  are  now  responding  to  kindred  hearts. 

14.  A  high  purpose  is  keeping  us  happy. 

15.  Chemists  are  turning  scrap  iron  into  ink. 

16.  I  am  lingering  on  the  shore. 

17.  The  lights  are  twinkling  from  the  rocks. 

(c)  1.  We  pared  apples. 

2.  The  waves  dashed  against  the  rocks. 

3.  The  sun  set  behind  the  rocks. 

4.  My  father  used  a  gold  pen. 

5.  Old  Dobbin  fed  on  the  hillside. 

6.  The  schoolboys  gathered  on  the  ice. 

7.  The  President  received  the  foreign  ministers. 

8.  Wolves  howled  and  made  night  hideous. 

9.  Rain  fell  on  the  grave  of  our  loved  one. 

10.  Towser  lay  in  the  sun  and  slept. 

11.  Dogs  worried  the  sheep. 

12.  My  uncle  strained  his  ear  to  catch  the  notes  of  my  harp. 

13.  Hearts  responded  to  kindred  hearts. 
11.  A  high  purpose  kept  us  happy. 

15.  Chemists  turned  scrap  iron  into  ink. 

16.  I  lingered  on  the  shore. 

17.  The  lights  twinkled  from  the  rocks. 

XCII.   Exercise.     (Page  130) 

(a)    1.  My  son  shall  take  my  answer  to  you  to-morrow. 

2.  Yes,  my  son,  your  request  shall  be  granted. 

3.  I  myself  will  see  that  your  note  is  mailed. 

4.  We  will  grant  you  an  audience  soon. 

5.  The  umbrella  shall  be  returned  this  evening. 

6.  You  shall  have  as  many  coppers  as  you  please. 

7.  I  will  give  you  minute  directions. 

(&)     1.  We  shall  have  rain  very  soon. 

2.  By  what  express  shall  I  send  the  books? 

3.  I  think  we  shall  have  letters  from  Paris  to-day. 

4.  We  shall  have  to  go  early  for  tickets. 


PARTICIPLES,   OR  VERBAL   ADJECTIVES  55 

5.  Mr.  S.  will  live  but  a  few  weeks. 

6.  I  shall  hear  of  his  death  before  I  return. 

7.  We  shall  regret  losing  our  good  neighbor. 

8.  You  will  hear  from  the  family  daily. 

9.  When  shall  we  meet  again  ? 

XCIII.   Exercise.     (Page  132) 

1.  My  little  family  were  gathered  round  a  charming  fire,  telling 

stories  of  the  past  and  laying  schemes  for  the  future. 

The  participles  are : 

a.  gathered  —  perfect  participle.    Combined  with  were,  it  makes 

the  passive  form  of  the  verb. 

b.  charming  —  imperfect  participle,  forming  verbal  adjective 

modifying  Jire. 

c.  telling — imperfect  participle.     As  an  adjective  it  modifies 

family ;  as  a  verb  it  has  stories  for  its  object. 

d.  laying  —  imperfect  participle.     As  an  adjective  it  modifies 

family ;  as  a  verb  it  has  schemes  for  its  object. 

2.  The  great  tree,  swaying  fearfully,  soon  yielded  to  the  blast, 
tree  yielded 


[The 

great 


swaying 


fearfully 


Swaying  is  an  imperfect  participle.     As  an  adjective  it  modifies 
tree;  as  a  verb  it  is  modified  by  the  adverb  fearfully. 

The  camels,  loaded  with  rich  goods,  picked  their  way  slowly  over 

the  desert. 
Loaded  is  an  imperfect  participle.     As  an  adjective  it  modifies 

camels ;  as  an  adverb  it  is  modified  by  the  adverbial  phrase 

with  rich  goods. 


56 


ENGLISH   GRAMMAR,   PART   II 


6.   When  we  visited  our  trap,  we  found  a  poor  hedgehog  caught  by 
his  forepaw. 


found 


I? 


I  CD 

j  visited 


J    hedgehog 


tra-j 
our 


poor 
caught 


j  forepaw 
his1 


7. 


8. 


The  perfect  participle  caught  modifies  hedgehog  as  an  adjective. 

As  a  verb  it  is  modified  by  the  adverbial  phrase,  by  his  forepaw. 
A  penny  given  willingly  is  of  greater  value  than  a  pound  given 

grudgingly. 
Given  in  both  cases  is  a  perfect  participle.     Each  modifies  a  noun 

as  an  adjective  {penny  and  pound),  and  each  is  modified  by  an 

adverb  {willingly  and  grudgingly). 
The  penny  was  given  willingly,  but  the  pound  grudgingly. 
In  this  sentence  given  is  a  perfect  participle,  but  as  it  is  combined 

with  was  it  makes  the  passive  form  of  the  verb. 


XCIV.   Exercise.     (Page  134) 
1 .   You  will  greatly  oblige  me  by  sending  those  books. 

You  will        oblige 


greatly 


i  sending 


books 


those 


Sending  is  a  verbal  noun,  object  of  the  preposition  by. 
As  a  verb  it  has  books  for  its  object. 


VERBAL  NOUNS  AND  VERBAL  ADJECTIVES 


57 


2.    Reading  history  is  a  daily  exercise  in  our  school. 
1 


10. 


Readim 


history 


is    exercise 


dailJ 


(an) 


school 


jour 


As  a  verbal  noun  reading  is  the  subject  of  the  sentence. 
As  a  verb  it  has  history  for  its  object. 
3.    The  teacher  urges  our  writing  a  short  composition  every  day. 


teacher 


urges 


writing 

is- 

lev 


"|  composition 


short 


every 


As  a  verbal  noun  writing  is  the  object  of  urges. 
As  a  verb  writing  has  composition  for  its  object. 
Seeing  is  believing. 

Seeing  is  a  verbal  noun,  subject  of  the  sentence. 
Believing  is  a  verbal  noun,  attribute  of  seeing. 


(a)    1. 


2. 


XCV.   Exercise.     (Page  136) 

I  wished  to  enter  college  and  hoped  to  receive  aid  from  my 

uncle. 
To  enter  is  a  verbal  noun.     As  a  noun  it  is  the  object  of  verb 

wished.     As  a  verb  it  takes  the  object,  college. 
To  receive  is  a  verbal  noun ;  object  of  hoped ;  has  object  aid. 
To  retreat  was  difficult,  to  advance  impossible. 
To  retreat  is  a  verbal  noun,  the  subject  of  was  difficult. 
To  advance  is  a  verbal  noun,  subject  of  was  impossible. 
The  pupil  wished  to  study  geometry  and  algebra. 
To  study  is  a  verbal  noun,  object  of  verb  icished.     As  a  verb  it 

takes  the  compound  object,  geometry  and  algebra. 


58  ENGLISH   GRAMMAR,   PART  II 

4.  To  see  her  is  to  love  her. 

To  see  is  a  verbal  noun,  subject  of  sentence.     As  a  verb  it  has 

an  object,  her. 
To  love  is  a  verbal  noun,  attribute  of  to  see.     As  a  verb  it  has 

an  object,  her. 

5.  Learn  to  labor  and  to  wait. 

To  labor  and  to  wait  are  verbal  nouns  used  as  objects  of  learn. 

6.  It  is  your  duty  to  obey  the  rules. 

To  obey  is  a  verbal  noun,  the  real  subject  of  the  sentence.     As 
a  verb  it  takes  an  object,  rules. 

7.  He  consents  to  anything  except  surrendering  his  convictions. 
Surrendering  is  a  verbal  noun,  object  of  the  preposition  except. 

As  a  verb  it  takes  the  object,  convictions. 

8.  The  Cambria  is  to  sail  to-morrow. 

To  sail  is  a  verbal  noun  used  as  an  attribute  of  ship  understood. 
As  a  verb  it  is  modified  by  the  adverb  to-morrow, 
(b)    1.   Flee  from  the  wrath  to  come  is  equivalent  to  Flee  from  the 
coming  wrath. 

2.  He  began  to  rebuke  them  is  equivalent  to  He  began  rebuking 

them. 

3.  He  was  about  driving  to  town  is  equivalent  to  He  was  about 

to  drive  to  town. 

4.  The  boat  was  about  being  driven  upon  the  rocks  is  equivalent 

to  The  boat  was  about  to  be  driven  upon  the  rocks. 

5.  They  had  reason  to  complain  is  equivalent  to  They  had  reason 

for  complaining. 

6.  This  would  allow  his  going  is  equivalent  to  This  would  allow 

him  to  go. 

XCVI.   Exercise.     (Page  137) 
1.    Great  events  then  passing  before  him  were  unheeded, 
events  were         unheeded 


Great 


passing 
I then  io^ 


lO 
iCt> 

•  him 


Passing  is  a  verbal  adjective. 


VERBAL  NOUNS  AND  VERBAL  ADJECTIVES 


59 


3.   The  clerk  has  finished  counting  the  money. 

clerk  has        finished 

I   counting 


JThe 


money 


Counting  is  a  verbal  noun,  used  as  the  object  of  finished.     As  a 
verb  it  takes  the  object,  money. 
7.    Night  was  made  hideous  by  the  howling  of  wolves. 


Night 


was        made        hideous 


J  how  ling 


[the    S8. 
1 «w 


olves 


Howling  is  a  verbal  noun,  object  of  the  preposition  by. 
8.    Here  we  see  a  state  crumbling  and  a  civilization  verging  toward 
decay. 

W§  see 

I  |  state  and         civilization 

|Here 


crumbling 


verging 


!  decay 

Crumbling  and  verging  are  verbal  adjectives  modifying  state  and 
civilization  respectively. 
10.    Humming  all  day  his  breezy  note  of  joy,  the  bee  makes  harbor  at 
our  perfumed  door. 

bee makes 


|the 
Hummin 


harbor 


door 


if 

[day 


i    note 

r1 


his 
breezy 


lour 
perfumed 


60 


ENGLISH   GRAMMAR,   PART   II 


12.   The  man  doing  most  for  a  cause  is  not  often  the  man  voicing  his 
own  praises. 


man 


[The 

doing 


often 
[not 


most 


|the 

voicing 


o 
cause 


"|  praises 


F 


his 
own 


Doing  and  voicing  are  verbal  adjectives  modifying  in  each  case 
the  noun  man. 
14.   Have  you  heard  the  message  the  brooklets  are  bringing? 

you         Have'       heard 

"]  message 

[the 


brooklets 


|the 


I    are        bringing 


(which) 


The  brooklets  are  bringing  is  a  clause  the  relation  word  of  which  is 

understood  —  which  the  brooklets  are  bringing. 
Bringing  is  a  verbal  adjective  following  the  verb  are,  but  modify- 
ing the  noun  brooklets  like  a  predicate  adjective  (p.  131). 
18.   The  heroism  of  the  barbarian  was  a  devouring  flame,  ever  black- 
ening, if  not  consuming,  every  other  good  quality. 


heroism  |  was    flame 


I  The 
barbarian 


Ithe 


devouring 


blackening 


|ever 


if       consuming 
quality  |not 


quality 


other 


good 


every 


other 


every 


good 


If,  though  a  subordinate  conjunction,  is  coordinate  here,  as  it  stands 
for  and.     Blackening  and  consuming  are  verbal  adjectives. 


VERBS,  COPULATIVE  AND  ATTRIBUTIVE 


61 


20.  Even  if  the  sculptor  has  borrowed  the  grouping  from  the  poet, 
we  still  consider  him  deserving  of  great  praise. 


consider 


T  him 


if 
1 


■sculptor 


deserving 

use 

8. 
pn 

great 

has        borrowed 

5 

!poet 

grouping 
Ithe 

Even  if  is  a  conjunctive  phrase  (p.  249). 
22.   In  insisting  upon  our  rights,  we  are  sometimes  losing  the  sense 
of  duty. 

we  are        losingr 


lte< 

| 

sometim 

sense 

Jmsi 

• 

es 

!2. 

sting 

l  o 

!  rights 

Iduty 

the 

|our 


Insisting  is  a  verbal  noun,  object  of  the  preposition  in.  Losing  fol- 
lows the  verb  are  and  modifies  the  subject  we  like  a  predicate 
adjective. 

XCIX.    Exercise.     (Page  146) 

(a)  In  sentences  1,  2,  3,  5,  6,  9,  11,  12  the  verbs  are  incomplete. 

(b)  In  sentences  1  and  5  the  verbs  are  followed  by  an  object. 

(c)  In   sentences   2,  3,  6,  9,   11,  12   the   verbs   are    followed  by 

attributes. 
In  sentences  2,  3,  12,  the  attributes  are  nouns. 
In  sentences  6,  9,  11  the  attributes  are  adjectives. 


62  ENGLISH   GRAMMAR,   PART   II 

C.   Exercise.     (Page  147) 

(b)   2.  Wrens  were  singing  sweetly. 

4.  The  clouds  are  gathering. 

6.  The  sailor  boy  was  dreaming. 

8.  The  sun  was  shining  clear. 

9.  We  are  taking  the  short  route. 
10.  Terror  was  reigning. 

12.   The  combat  is  deepening. 

CI.    Exercise,     (a).    (Page  148) 

(a)  2.   The  sun  will  soon  gild  the  hilltops.     Attributive  verb. 

The  sun  will  soon  be  gilding  the  hilltops.     Be  is  the  copula 
and  gilding  is  the  attribute. 

4.  Even  wise  men  differ  in  opinion.     Attributive  verb. 

Even   wise  men  are  differing  in  opinion.     Are  is  the  copula; 

differing  is  the  attribute. 
10.   Silence  reigns  profound.     Attributive  verb. 

Silence  is  reigning  profound.      Is  is   the   copula;    reigning  is 

the  attribute. 

13.  The  fledgelings  grew  strong.     Attributive  verb. 

The   fledgelings  were   growing   strong.      Were  is  the  copula; 
growing  is  the  attribute. 

14.  This  granite  will  one  day  crumble.^     Attributive  verb. 

This   granite    will  one  day  be  crumbling.     Be  is  the  copula; 

crumbling  is  the  attribute. 
16.   The  sun's  rays  linger  on  the  hills.     Attributive  verb. 

The  sun's  rays  are  lingering  on  the  hills.     Are  is  the  copula; 

lingering  is  the  attribute. 

(/>)  1.   The  morning  light  is  breaking. 

7s  is  the  copula  connecting  attribute,  breaking,  with  subject, 
light. 
3.   Some  seeming  ills  are  blessings  in  disguise. 

Are  is   the   copula  connecting  the   attribute,  blessings,  with 
subject,  ills. 

5.  A  shorter  call  would  have  been  less  tiresome. 

Been   is  the  copula   connecting  the  attribute,  tiresome,  with 
the  subject,  call. 


THE   ACTIVE   AND   PASSIVE   VOICE  63 

(b).   (Page  148) 

6.  Our  welcome  seemed  unusually  warm. 

Seemed  is  the  copula  connecting  the  attribute,  warm,  with 
subject,  welcome. 

7.  Is  your  name  Shylock  ? 

Is  is  the  copula  connecting  the  attribute,  Shylock,  with  the 
subject,  name. 

8.  The  minority  report  has  been  adopted. 

Been   is  the   copula   connecting  the  attribute,  adopted,  with 
the  subject,  report.  % 

9.  The  camel's  gait  appears  awkward. 

Appears  is  the  copula  connecting  the  attribute,  awkward,  with 
the  subject,  gait. 

11.  John  has  become  a  skilled  mechanic. 

Become  is  the  copula  connecting  the  attribute,  mechanic,  with 
the  subject,  John. 

12.  Do  France  and  Germany  continue  unfriendly  ? 

Continue  is  the  copula  connecting  the   attribute,  unfriendly, 
with  the  subjects,  France  and  Germany. 
15.   Our  petitions  have  been  slighted. 

Been   is  the   copula  connecting   the   attribute,  slighted,  with 
the  subject,  petitions. 

CII.   Exercise.     (Page  150) 

(a)  In  sentences  2,  4,  5,  7,  8,  9,  10,  14,  15,  the  verbs  are  in  the 
active  voice,  because  in  each  case  the  subject  names  the 
doer  of  the  action. 
In  sentences  1,  3,  6, 11,  12, 13,  the  verbs  are  in  the  passive  voice, 
because  in  each  case  the  subject  names  the  receiver  of  the 
action. 

(b)  1.  Flowers  strewed  the  way. 

2.  Thou  shalt  be  praised  by  one  faithful  harp. 

3.  Success  crowns  our  toils. 

4.  The  wild  torrent  was  stemmed  by  him. 

5.  A  learned  race  was  at  length  produced  by  Greece. 

6.  A  beautiful  bow  spans  the  eastern  sky. 

7.  A  barren  waste  has  been  made  by  winter. 


64  ENGLISH   GRAMMAR,   PART   II 

8.  Ground  for  quarrels  is  often  afforded  by  doubtful  words. 

9.  His  footsteps  have  been  turned  toward  home. 

10.  All  objects  are  gilded  by  true  expression. 

11.  The  crystal  stream  slaked  their  thirst. 

12.  Your  success  bends  my  thoughts. 

13.  Thoughtless  children  fed  rats  and  mice  luxuriously. 

14.  The  trickster's  purpose  was  defeated  by  us. 

15.  The  garners  have  been  stored  by  the  sun  with  his  gifts. 


CII.   Exercise.     (Page  150) 
(c)   5.   Greece  did  at  length  a  learned  race  produce. 

Greece  did        produce 


1  race 
i — ■ — 

length 


learned 


Mice  and  rats  were  luxuriously  fed  by  the  thoughtless  children. 
Mice        and        rats  were        fed 


luxuriously 


children 


I  the 


thoughtless 


CIII.   Exercise.     (Page  151) 

1.  Good  news  is  expected  by  me. 

2.  The  heat  is  felt  by  the  traveler. 

3.  Escaped  is  here  an  intransitive  verb ;  hence  the  verb  cannot  be 

changed  to  the  passive  form. 

4.  The  opportunity  was  seized  by  me. 

5.  Dawned  is  an  intransitive  verb ;  hence  cannot  be  changed  to  the 

passive  form. 


FORMATION   OF   THE   PASSIVE   VOICE  65 

6.  Sails  is  an  intransitive  verb;   hence  cannot  be  changed  to  the 

passive  form. 

7.  Fine  crops  are  looked  for  by  our  farmers. 

8.  Acts  is  an  intransitive  verb;   hence  cannot  be  changed  to  the 

passive  form. 

9.  The  young  man's  ability  is  recognized  by  the  merchant. 

10.  Their  claims  were  examined  by  the  general. 

11.  Rushed  is  an  intransitive  verb;  hence  cannot  be  changed  to  the 

passive  form. 

12.  The  arch  will  be  decorated  by  the  artist. 

18.  His  act  has  been  placed  by  you  in  a  false  light. 

14.  An  eloquent  plea  will  be  heard  by  the  audience. 

15.  Young  men  are  incited  by  such  an  example  to  a  noble  career. 

16.  The  springtime  is  welcomed  by  the  children. 

17.  The  armchair  was  sat  in  all  day  by  the  invalid. 

18.  His  son  was  dealt  kindly  with  by  him. 

19.  The  boy  was  raised  in  my  esteem  by  every  day's  experience. 

20.  The  child's  foot  teas  trod  on  by  the  horse. 

21.  The  laboring  swain  was  cheered  by  health  and  plenty. 


CIV.   Exercisk.     (Page  153) 

(a)    1.  The  verb  shine  is  intransitive. 

2.  The  verb  pass  is  intransitive. 

3.  The  verb  bear  is  transitive. 

4.  The  verb  Hues  is  intransitive. 

5.  The  verb  banishes  is  transitive. 

6.  The  verb  marked  is  transitive. 

7.  The  verb  persevere  is  intransitive. 

8.  The  verb  come  is  intransitive. 

9.  The  verb  walked  is  intransitive. 

10.  The  verb  depart  is  intransitive. 

11.  The  verb  affect  is  transitive. 

12.  The  verb  has  risen  is  intransitive. 

13.  The  verb  ivill  touch  is  transitive. 

14.  The  verb  mirrored  is  transitive. 

15.  The  verb  has  wandered  is  intransitive. 

16.  The  verb  has  turned  is  transitive. 

GAR.     DIA.  5 


66  ENGLISH   GRAMMAR,   PART   II 

17.  The  verb  increased  is  transitive. 

18.  The  verb  welcomed  is  transitive. 

19.  The  verb  rushed  is  intransitive. 

20.  The  verb  took  is  transitive. 

21.  The  verb  outspeed  is  transitive. 

22.  The  verb  beholds  is  transitive. 

23.  The  verb  gave  is  transitive. 

(b)  3.   The  blame  is  borne  sometimes  by  the  innocent. 

The  passive  form  is  made  by  joining  a  form  of  the  verb  be  (is) 
to  the  perfect  participle  of  the  verb  bear. 

5.  The  reason  is  banished  by  drunkenness. 

6.  Each  hour  of  the  day  was  marked  with  love  by  her  face. 
11.   A  lofty  style  is  affected  by  some  writers. 

13.  Sparkling  bowl,  thou  wilt  not  be  touched  by  me. 

14.  A  million  suns  were  mirrored  by  the  morning  dew. 

16.  The  man's  gentle  nature  has  been  turned  into  bitterness  by 

jealousy. 

17.  The  anxiety  was  increased  by  a  false  report. 

18.  His  guest  was  welcomed  by  him  with  real  warmth. 

20.  Advantage  of  his  years  was  taken  by  my  companion. 

21.  Sometimes  the  lightning  is  outsped  by  a  man's  thoughts. 

22.  The  farmer's  patient  toil  is  beheld  by  each  year. 

23.  A  glad  shout  was  given  forth  by  their  voices. 


CV.   Exercise.     (Page  155) 

(b)  1.  Be,  imperative  mode,  present  tense 
lies,  indicative  mode,  present  tense. 
will  rise,  indicative  mode,  future  tense. 

2.  are  bound,  indicative  mode,  present  tense. 

3.  do  suffer,  indicative  mode,  present  tense. 

In  this  sentence  do  is  not  used  to  express  the  imperative  mode,  but 
an  auxiliary,  to  ask  a  question. 

4.  love,  imperative  mode,  present  tense. 
bless,  imperative  mode,  present  tense. 
curse,  indicative  mode,  present  tense. 


MODES 


67 


(rf) 


take,  indicative  mode,  present  tense. 
Be,  imperative  mode,  present  tense. 
Be,  imperative  mode,  present  tense. 
is,  indicative  mode,  present  tense. 
are,  indicative  mode,  present  tense. 
does  send,  indicative  mode,  present  tense. 
was,  indicative  mode,  past  tense. 
be,  imperative  mode,  present  tense. 
Jiow,  indicative  mode,  present  tense. 
Hear,  imperative  mode,  present  tense. 
hates,  indicative  mode,  present  tense. 
shall  be,  indicative  mode,  future  tense. 
Think,  imperative  mode,  present  tense. 
must  be,  indicative  mode,  present  tense. 
did  choose,  indicative  mode,  past  tense. 
say,  imperative  mode,  present  tense. 
are,  indicative  mode,  present  tense. 

15.  pluck,  imperative  mode,  present  tense. 
look,  imperative  mode,  present  tense. 

16.  seem,  indicative  mode,  present  tense. 

7.   What!  is  the  jay  more  precious  than  the  lark, 
Because  his  feathers  are  more  beautiful? 


5. 
6. 

7. 

8. 

9. 
10. 
11. 
12. 


13. 


14 


This  is  a  complex  sentence  because  it  contains  two  dependent  proposi- 
tions or  clauses  (p.  73). 

What! 


jay 


is        precious 


to 


j  lark   |  (is    precious) 
I  the 


feathers    |    ar]e      beautiful 
his  more 


68 


ENGLISH    GRAMMAR,   PART   II 


(of)    9.   Dryden's  genius  was  of   that  sort  which  catches  fire  by  its 
own  motion. 

I 


o 
sort 


genius 


Dryden's 

which! 


catches 


i  _,  j  fire 

|V( 

i  motion 


This  is  a  complex  sentence  because  it  contains  a  dependent  clause. 

CVII.   Exercise  1.     (Page  158) 

1.  These  vases  are  fine,  and  I  am  glad  to  own  them. 

2.  The  summons  is  received  and  the  man  is  here. 

3.  You  and  I  are  going  though  he  is  not. 

4.  One  of  the  trees  is  in  bloom,  but  three  are  dead. 

5.  You  and  John  are  to  blame,  I  am  sure. 

6.  The  pen  is  mislaid,  and  he  is  looking  for  it. 

7.  The  farmer's  oats  are  sold,  and  he  is  returning  home. 

8.  There  are  six  in  this  party,  and  only  two  are  in  that. 

9.  The  woods  are  filled  with  the  songs  of  birds. 

10.  Neither  the  doctor  nor  his  assistant  is  present. 

11.  A  flock  of  sheep  is  grazing  in  the  field. 

12.  Our  school  is  usually  dismissed  at  four  o'clock,  but  the  pupils  are 

sometimes  detained  a  few  minutes. 

13.  The  committee  is  now  in  session,  but  many  of  the  members  are 

anxious  to  go  home. 

14.  I  can  now  see  the  men  who  are  in  the  boat. 

15.  Neither  road  is  pleasant,  both  are  rugged  and  hilly. 

For  reasons,  study  the  conjugation  of  the  verb  be  (p.  157). 


CIX.   Exercise  I.     (Page  161) 

1.   it  is  present  tense;  subject  he  is  third  person,  singular  number. 
chastenest  is  present  tense ;  subject  thou  is  second  person,  singular 
number. 


ANCIENT   OH   SOLEMN   FORMS  69 

2.  loveth   is   present  tense;    subject   Lord  is  third  person,  singular 

number. 
chasteneth  is  present  tense;    subject  he  is  third  person,  singular 
number. 

3.  cursedst  is  past   tense;    subject   thou   is   second   person,   singular 

number. 
is  is  present  tense ;  subject  tree  is  third  person,  singular  number. 

4.  deliveredst  is  past  tense;  subject  thou  is  second  person,  singular 

number. 

5.  am  is  present  tense ;  subject  /  is  first  person,  singular  number. 
calledst   is   past  tense;    subject    thou   is   second   person,   singular 

number. 

6.  changest  is  present  tense;  subject  thou  is  second  person,  singular 

number. 
sendest  is  present  tense;    subject  thou  is  second  person,  singular 
number. 

CIX.   Exercise  II.     (Page  162) 

1.  All  is  dark  where  you  are  not. 

2.  How  kind  an  office  has  been  done ! 

3.  You  did  not  hearken  to  the  Lord. 

4.  He  that  dwells  in  love,  dwells  in  God. 
').  I  forgave  you  because  you  desired  me. 

6.  He  that  loves  his  brother  abides  in  the  light. 

7.  I  say  to  this  man,  "  Go,"  and  he  goes ;  and  to  another,  "  Come," 

and  he  comes ;  and  to  my  servant,  "  Do  this,"  and  he  does  it. 

8.  Charity  suffers  long  and  is  kind ;  charity  vaunts  not  itself,  is  not 

puffed  up,  does  not  behave  itself  unseemly. 

9.  Immortal  Love, 

You  made  life  in  man  — 
You  will  not  leave  him  in  the  dust. 

10.  Oli,  what  had  you  to  do  with  cruel  Death, 
Who  were  so  full  of  life,  or  Death  with  you, 
That  you  should  die  before  you  had  grown  old? 

11.  All  that  you  can  call  your  own 
Lies  in  your  to-day. 


70 


ENGLISH    GRAMMAR,    PART   II 


CXIII.   Exercise.     (Page  167) 
1.   She  is  a  mother  whom  I  call  both  gentle  and  firm. 
She is        mother 


ik 


I     |     call 


whom 


l)oth 


gentle 


and 


firm 


both  and  and  are  correlative  conjunctions,  both  before  gentle  prepar- 
ing the  mind  for  the  additional  adjective  firm  (see  p.  249). 
2.   Guess  who  won  the  prize. 


who 


(you) 


Guess 


prize 
I  the 


The  clause,  who  won  the  prize,  is  the  object  of  the  verb  guess. 
4.    He  is  one  of  the  best  men  that  I  ever  knew. 

He  is         one 


men 


I knew 


ever 


the 
best 


that 


(Page  167) 
8.   Here  was  one  who  I  thought  must  be  familiar  with  the  ways  of  the 
court. 


was 


|  Here 

who  I  must   be  familiar 
1  i^  i 


4 


|  T|  thought  [g  Ways 
"      IS,    [the 


I  court 
I  the 


10.   Whom  do  you  think  I  saw  in  Washington  ? 


RULES  71 


(that) 


you  do        think 


saw 

"|  Whom 


3 

"Washington 


The  connective  that  is  understood  before  the  noun  clause. 

PARSING 

The  rules  for  parsing,  as  given  in  various  parts  of  Metcalf's  Grammar, 
are  here  summarized  and  numbered.  The  number  or  numbers 
under  the  word  to  be  parsed  corresponds  to  the  number  of  the 
rule. 

Outlines  and  models  for  parsing  are  also  here  given,  which  the  student 
will  do  well  to  follow  in  parsing  the  words  of  the  sentences  in 
Exercises  CXXII  and  CLXXIV. 

RULES 
Nouns  and  Pronouns 

Rule  1.  A  noun  or  pronoun  used  as  the  subject  of  a  verb  is  in  the 
nominative  case  (pp.  107,  167). 

Rule  2.  A  noun  or  pronoun  used  as  the  object  of  a  transitive  verb  is 
in  the  objective  case  (pp.  107,  167). 

Rule  3.  A  noun  or  pronoun  used  as  the  object  of  a  preposition  is  in 
the  objective  case  (p.  107). 

Rule  4.  A  noun  or  pronoun  expressing  ownership  or  possession  and 
limiting  another  noun  is  in  the  possessive  case  (p.  107). 

Rule  5.  A  noun,  or  other  word,  used  to  call  or  compel  the  attention 
of  the  person  addressed,  is  independent  of  the  rest  of  the 
sentence  (p.  22). 

Rule  6.  A  noun  or  pronoun  complement  of  an  intransitive  verb  must 
be  in  the  same  case  as  the  subject  of  the  verb  (p.  107). 

Rule  7.  An  appositive  must  be  in  the  same  case  as  the  noun  or  pro- 
noun which  it  represents  (p.  108). 

Rule  8.  Nouns  and  pronouns  joined  with  participles  to  form  ad- 
verbial phrases  are  .said  to  be  used  absolutely  (p.  207). 


72  ENGLISH   GRAMMAR,   PART  II 

Rule  9.  The  indirect  object  of  a  verb  is  in  the  objective  case,  object 
of  a  preposition  expressed  or  understood  (p.  243). 

Rule  10.  A  pronoun  must  agree  with  its  antecedent  in  gender,  person, 
and  number  (p.  101). 

Adjectives 

Rule  11.  An  adjective  qualifies,  modifies,  or  limits  a  noun  or  pronoun 
(p.  38). 

Verbs 

• 

Rule  12.    A  verb  takes  its  person  and  number  from  its  subject  (p.  157). 
Rule  13.    A  verb  must  be  in  the  singular  number  when  it  has  two  or 

more  singular  subjects  joined  by  and,  but  denoting  only 

one  person  or  thing  (p.  165). 
Rule  14.    A  verb  must  be  in  the  singular  number  when  it  has  two  or 

more  singular  subjects  connected  by  or,  either —  or,  neither 

—  nor  (p.  165). 
Rule  15.    A  verb  must  be  in  the  plural  number  when  it  has  two  or 

more  singular  subjects  joined  by  and  and  denoting  dif- 
ferent persons  or  things  (p.  166). 
Rule  16.    An  infinitive  may  be  used  as  a  noun  in  the  nominative  or 

the  objective  case  (pp.  133,  134). 
Rule  17.    An  infinitive  may  be  used  as  an  adjective  or  as  an  adverb 

(p.  229). 

Adverbs 
Rule  18.   An  adverb  modifies  a  verb,  an  adjective,  or  an  adverb  (p.  60). 

Prepositions 

Rule  19.  A  preposition  defines  the  relation  which  exists  between  the 
noun  or  pronoun  which  follows  it,  and  the  word  modified 
by  the  phrase  (p.  66). 

Conjunctions 

Rule  20.    Coordinate  conjunctions  join  parts  which  are  alike  in  rank 

(p.  248). 
Rule  21.    Subordinate   conjunctions  join  parts  which  are  unlike  in 

rank  (p.  252). 


RULES 


73 


Interjections 

Rule  22.    An  interjection   is  not  related  to  any  other  word  in  the 
sentence. 

Classifying  the  words  of  a  sentence  as  parts  of  speech,  and  naming 
their  grammatical  properties,  inflections,  and  relations  to  other 
words,  is  called  parsing  (p.  94). 

In  parsing  words  follow  the  outlines  given  below. 


Nouns 

class 

number 

gender 

person 

case 

Pronouns 

rule  for  construction 

kind 

number 

gender 

person 

case 

Adjectives 

rule  or  rules  for  con 
struction 

kind 

what  it  modifies 

rule 

degree 

of 

comparison  if  it  may  be 

compared 

V 

erb  or  Verb  Phrase 

transitive 

or  intransitive    \ 

attributive 
copulative 

tense 

form 

voice 

mood 

person 

number 

rule  for  construction 


Adverb 
kind  what  it  modifies  rule 

degree  of  comparison  if  it  may  be  compared 

Preposition 
the  relation  shown  rule 

Conjunction 
kind  parts  connected  rule 

Interjection 
its  place  in  the  sentence  rule 


74 


ENGLISH   GRAMMAR,   PART   II 


MODELS  FOR  PARSING 
(Sentence  1.    Page  172) 

No  might  nor  greatness  in  mortality 

~20  I  20  I  19  3 

Can  censure  'scape ;  back-wounding  calumny 

14        2  n  n  i 

The  whitest  virtue  strikes. 

~~ n        n         2         i2" 


No  stands  for  neither. 

Neither — nor,  conjunction; 

kind,  coordinate-correlative ; 

connects  might  and  greatness ; 

rule,  20. 

Might,  noun ; 

class,  common; 

number,  singular; 

gender,  neuter ; 

person,  third ; 

case,  nominative ; 

rule,  1. 

In,  preposition;  defines  relation 
between  noun  mortality  and 
nouns  might  and  greatness; 


rule,  19. 

Can  escape,  verb ; 
verb  phrase ; 
transitive ; 
tense,  present ; 
form,  regular ; 
voice,  active ; 
mood,  potential; 
person,  third; 
number,  singular ; 
rule,  14. 

Back-wounding,  adjective 
modifies  noun  calumny  ; 
rule,  11. 


escape 


CXXII.     (Page  172) 

1.  No  might  nor  greatness  in  mortality 

Can  censure  'scape;  back-wounding  calumny 
The  whitest  virtue  strikes. 

No       might        nor         greatness         Can 

j  mortality 
calumny  strikes 


censure 


back-wounding 


T    virtue 


[The 
whitest 


ANALYSIS  AND  PARSING 

2.   The  soul's  dark  cottage,  battered  and  decayed, 


75 


Lets  in  new  light  through  chinks  that  time  has  made. 

"19  19  l(MM>i  u 


cottage 


|The 
soul's 


Lets 


dark 


light 


3 


battered    and     decayed  J       chinks 


time lias        made 

1  that 

Battered  and  decayed  are  verbal  adjectives. 

That  as  conjunctive  or  relative  pronoun  is  governed  by  rule  20;  as 

pronoun  having  an  antecedent  by  rule  10,  and  as  object  of  the 

verb  has  made  by  rule  2. 

3.   The  old  house  by  the  lindens 

"19 

Stood  silent  in  the  shade, 

12  10 

And  on  the  graveled  pathway 


The  light  and  shadow  played. 


1       ,                    1 

house         Stood        silent 

IC 

|_lin 

[The    |       J3' 

» ^    •  shade 
old          £•    ' — ^t-: 

aens        } 

[th 

8. 

light   |       and       shadow 

played 

lway 

|The 

o 
0 
pat 

jthe 
graveled 

Stood  in  this  sentence  means  was;  hence,  silent  is  a  predicate  adjective 
governed  by  rule  10. 


76  ENGLISH   GRAMMAR,  PART   II 

4.   Hope  is  the  capital  on  which  the  world  does  business. 


Hope 


capital 


world    1    does 
I  the  1  business 


'  in 

I  which 
5.    Hope  is  the  bright  day-star  that  leads  men  from  the  cradle  to  the 

0  6  KKMll      IS  19 

grave. 

1 


Hope  |     is     day-star 


that 


the 


bright 


leads 


hTI  men 


!  © 

!B 


cradle 


grave 


the 


6.   I  have  known  eminent  men  who  had  not  the  power  to  state  a  fact; 

12  ~T~  10-1-21  i  7^16 

the  lenses  by  which  they  saw  their  facts  were  not  adjusted 

I  10-3-21        10-1  10-4  12~     "18~  12" 

properly. 

18 

I     1     have 


known 


men 


eminent 


who 


had 


]  power 


the 


ANALYSIS    AND    PARSING 


77 


The  infinitive  to  stale  is  used  as  a  noun  in  apposition  with  power, 

hence  is  governed  by  Rules  7  and  16. 
Not  is  an  adverb,  making  negative  the  verb  phrase  were  adjusted. 
7.   Great  victories  are  for  those  only  who  entertain  great  hopes. 


VI 

ctones 

I     are 

Great 

—     i  _♦* 
Jo 

!  those 

knly 

who    »    I   entertain 

pes 

[no 

great 

Those  is  a  demonstrative  adjective  pronoun  (p.  201). 
Only  is  an  adjective  modifying  the  pronoun  those. 

8.    A  handful  of  red  sand,  from  the  hot  clime 
I 
Of  Arab  deserts  brought, 
u 
Within  this  glass  becomes  the  spy  of  Time, 

The  minister  of  Thought. 


handful 


becomes        spy,       minister 


sand 


red 
brought 


P 

|    clime 


_the 
hot 
deserts 


Arab 


x~3 

I £2 

•  =:. 

i 


i  glass 
■-=-1 — 

this 


2.  Ithe 


time 


ia  lThe 

i 

J  thought 


Arab  is  here  a  proper  adjective. 

This  is  a  pronominal  adjective  modifying  the  noun  glass. 


78  ENGLISH   GRAMMAR,   PART   II 

10.  Upon  is  an  adverb  modifying  the  verb  is  breathed. 

11.  Give  every  man  thine  ear,  but  few  thy  voice. 

Il  9  4  2~~  "W  2 


(You) 


but 


[man         1  thine 
I  every 


(give) 
— T5 

{(men) 
I  few 


12.   Our  cradle  is  the  starting  place ; 

11  6 

Life  is  the  running  of  the  race ; 

We  reach  the  goal 
When,  in  the  mansions  of  the  blest, 

18-21 

Death  leaves  to  its  eternal  rest 
The  weary  soul. 


i 

cradle 


Our 


Life 


is 


place 


the 


1  . 

running 


the     |S> 


[the 


We     |     reach 


tr- 
ie* 

l! 

i 


Death   |   }    leaves 


T 

if* 

;  rest 
|its 


soul 


eternal 


mansions 
T 


j&      [the 
j  blest 
[the 


The 
weary 


Running  is  a  predicate  noun  from  the  verb  run ;  hence  is  governed 

by  rules  6-16. 
In  sentence  13,  often  and  mere  are  adverbs ;  often  modifying  the 

verb  is,  and  mere  modifying  the  participle  idling. 


ANALYSIS   AND   PARSING 


79 


14.   His  was  a  faith  that  could  not  fail. 


faith 


His 


~ rn: 

that     I     could 


fail 


His  is  a  form  of  the  personal  pronoun  which  includes  in  its  mean- 
ing both  the  adjective  and  the  noun  (p.  112). 
15.    Some  is  an  adjective  limiting  the  noun  discussion. 
18.   Becomes  is  an  incomplete  intransitive  verb  (copula). 
20.  Barges  with  carved  and  gilded  prows  and  silken  awnings  fringed 
II  n  s  3  n 

and  tasseled  richly,  all  laden  wTith  revelry,  are  gliding  up  and 
— 20        n         is 

down  the  river. 


Barges 


are 


gliding 


laden 


[all 


1 

!  revelry 


prows 


and 


i  i — 

and    JQj 

T  river 


silken 


carved and        gilded 


fringed 


and 


tasseled 


Richly  is  an  adverb  modifying   both  of   the  verbal   adjectives, 
fringed  and  tasseled. 

21.   And  fast  through  the  midnight,  dark  and  drear, 
IT"  ~~n~ 

Through  the  whistling  sleet  and  snow, 
n~  3~  — 3 

Like  a  sheeted  ghost,  the  vessel  swept 


Towards  the  reef  of  Norman's  woe. 


80 


ENGLISH   GRAMMAR,   PART   II 


And 


Fast  is  equivalent  to  rapidly ;  hence  is  an  adverb  and  modifies  the  verb 

swept. 
Like  is  here  an  adjective,  and  is  properly  followed  by  the  preposition  to 


(p.  257). 


And 
i 


sound 


came 


H 


sound 
—i — 

[a. 

! surf 


i 

!o 


|the 
trampling 


•rocks 


and 


sand 


hard 


ANALYSIS   AND   PARSING 


81 


22.   The  one  event  which  never  loses  its  romance  is  the  encounter 


n 
with 
cours 

e^ 

1-21              18 

superior  persons  on  te 

3. 

4 

rms  allowing  the  ha 
11 

I 
unter 

6 

Dpiest  inter- 

3 

rent             is             enco 

|The 

one 

0 

p 

t    lthe 
persons 

|  never  1  romance 

terms 

superior 

|  its 

allowing 

1  interoours 

[the 

happiest 

Allowing  is  a  verbal  adjective  modifying  the  noun  terms. 
23.   Childhood  is  the  bough  where  slumbered 

6  18-21 

Birds  and  blossoms  many-numbered; 

I  I  il 

Age,  that  bough  with  snows  encumbered. 


Childhood 


is        bough 
1 — 

u 
l§ 

Birds        and        blossoms  |  j   slumbered 


iany\/nu 


many\/numbered 


Age  (is)        bough 


|  that 
encumbered 


i  £: 


The  predicate  verb  is  must  be  supplied  after  age. 
Where  stands  for  in  which  or  on  which;  hence  may  connect  an  adj. 
clause  to  a  noun. 
gar.  dia.  —  6 


82 


ENGLISH   GRAMMAR,   PART  II 


24.   There  in  the  tranquil  evenings  of  summer,  when  brightly  the  sunset 
is  ~I5^I  18 

Lighted  the  village  street,  and  gilded  the  vanes  on  the  chimneys, 

12  n  2  12 

Matrons  and  maidens  sat  in  snow-white  caps  and  in  kirtles 

"B* 
Scarlet  and  blue  and  green,  with  distaffs  spinning  the  golden    ' 

3  li  ii 

Flax  for  the  gossiping  looms,  whose  noisy  shuttles  within  doors 

II  10-4-21 

Mingled  their  sound  with  the  whirr  of  the  wheels  and  the  songs 
of  the  maidens. 


and  maidens      I      sat 


j i 

|  and"!  3" 
3  1 3'      leaps 


1 — i — cr" 

fcjThere 

evenings 

r, 


\ 


Xf  |  kirtles     snow-white 


£>the 


Scarlet   and    blue    and    greeny 


i  summer 
tranquil 


j  distaffs 
spinning 


sunset  j  Lighted  and  gilded 


Flax 


I  the 
golden 


1  street         "1  vanes 


brightly  I  the 
I  village 


looms 


the 


gossiping 


shuttles    |    Mingled 

"l    TZ  |  sound 

I  their 


noisy 


whose 


N 


!£ 


* 


!  whirr    and    songs 


B".  Ithe  |o 


T — 


doors 


I  wheels  j  maidens 


Ijt 


jc    the 
|  chimneys 
the 


Spinning  and  goissiping  are  verbal  adjectives. 

Both  parts  of  the  compound  subject  are  modified  by  all  that  modifies 
either  part. 


ANALYSIS   AND   PARSING 


83 


25. 


Anon  from  the  belfry 


Softly  the  Angelus  sounded,  and  over  the  roofs  of  the  village 

18 

Columns  of  pale  blue  smoke,  like  clouds  of  incense  ascending, 

IT"  ii 

Rose  from  a  hundred  hearths,  the  homes  of  peace  and  contentment; 

u"  7  3  3 

Thus  dwelt  together  in  love  these  simple  Acadian  farmers. 


Angelus  sounded        and        Columns     |   Rose 


j  belfry 


A  iion 
ipftly 


farmers  dwelt 


these 


simple 


[Thus 
together 


Acadian 


love 


;  smoke 


blue 


'2 

L?   < 

!roofs  !  hearths 


i  —. 

I 


|  pale  jaithe 

like  !vi.llage 

^~              [the 
o  I 


hundred 


homes 


K 


1° 

!  clouds 


a  [the 
peace 


ascending 


[Pi 

contentment 


Anon  is  equivalent  to  soon,  or  presently ;  hence  is  an  adverb. 
Homes  is  an  appositive  of  hearths. 

26.   Neither  locks  had  they  to  their  doors  nor  bars  to  their  windows ; 

20  2  U~  ~20  2~ 

But  their  dwellings  were  open  as  day  and  the  hearts  of  their 

~W  11       18 

owners : 


they    |    had 


•  5. 


"I  Neither        locks 


dwellings  were         open 


I  their 


day        and        hearts    |      (were)      (open) 


o    |  the 
owners 


their 


bars" 


{windows 


their 


84 


ENGLISH   GRAMMAR,   PART  II 


There  the  richest  were  poor  and  the  poorest  lived  in  abundance. 

18 


1                                                   1 

richest 

were         poor 

[the  | 
ip 

IP.. 

i 

poorest 

|There 
lived 

[the 

is 

| abundance 

As  is  a  conjunctive  adverb  (p.  203). 

Richest  and  poorest  are  here  used  to  represent  the  nouns  which 
they  would  modify  and  are  therefore  to  be  classed  as  nouns. 

28.  To  kindle  is  an  infinitive  used  as  an  adjective  and  modifying  the 

noun  fear. 

29.  The  current  was  passing  rapidly,  but  with  a  placidity  that  re- 

~W  3  T^I~ 

minded  me  of  the  old  proverb,  "  Still  waters  run  deep." 


current 


was        passing 


but 


* 


raPidly      j  placidity 


i   k 

that  |    reminded 


proverb 


the      old 


waters 


deep 


Still 


The  clause  "Still  waters  run  deep"  is  in   apposition  with  proverb; 
hence  modifies  it  (p.  434). 

30.   Sparkling  like  a  diamond 
n  i8~ 

Beams  the  day-star  in  the  skies ; 
Nature,  loosed  from  winter's  bond, 


ANALYSIS   AND   PARSING 


85 


Smiles  as  one  in  sweet  surprise ; 
Is 
Hawthorns  wear  their  wedding  white, 

4 

Pastures  show  their  greenest  guise,  — 
Earth  is  laughing  with  delight. 


day-star    |     Beams 


the 
Sparkling 


like. 

? 
diamond 


{ skies 
I  the 


TT 


Nature 


Smiles 


loosed 


one  1  ;   (smiles) 


bond 
winter's 


S3 

surprise 


I  sweet 


Hawthorns  wTear 


Pastures 


show 


white 


wedding 


their 


guise 


their 


greenest 


Earth  is         laughing 


a 


j  delight 
Like  is  an  adverb  modifying  the  adjective  sparkling. 


86  ENGLISH   GRAMMAR,  PART  II 

31.   I'll  put  a  girdle  round  about  the  earth  in  forty  minutes. 


1                               2 

I        1 

will        put  v 

n 
die 

E 

ms! 
i. 
Leed    | 

i     is          IS 

!       i~ 
S      *&. 

LfcH    «o' 

P    !o 

i       S 

je-t- 

! earth 

Ithe 
J  minutes 

|  forty 
How  far  that  little  candle  throws  its  bea 

18          18          11                                               12            4 

So  shines  a  good  deed  in  a  naughty  worl< 

18           12 

shines 

candle          throws 
Ithat            |far      L 

beams' 
lite 

good 

\ff\Ss. 

i  world 

1  little                 |How 

naughty 

The  adverb  how  modifies  the  adverb  far.     That  is  a  demonstrative 
adjective  pronoun. 
34.   To  cherish  joyously  the  largest  hope  is  to  see  this  world  in  its 


1 
radiance. 

18 

2 

6              11 

2 

;  cherish 

1 

hope 

Iff 

;  se 

is 

1 

e 

|  world 

joyc 

j  this 

>usly 

Ithe 

largest 

3 

radiance 

lits 

The  infinitive  noun  phrase  to  cherish  joyously  the  largest  hope  is  the 
subject  of  the  sentence,  and  the  infinitive  (noun)  phrase  to  see,  etc. 
is  the  predicate  noun. 

To  cherish  as  a  noun  is  subject  of  the  sentence ;  as  a  verb  it  has  hope 
for  its  object.     To  see  is  a  noun  complement  of  the  verb  if. 


ANALYSIS   AND   PARSING 


87 


(Page  175) 

37.   Tis  the  philosophy  of  desperate  want  to  face  one  grief  at  once. 
6  « 


It 


j  face 


is        philosophy 


•once 


grief 


the    {o^ 

•Lwant 


desperate 


It  is  used  to  introduce  the  predicate,  and  the  phrase  to  face  at  once 
one  grief  is  used  as  an  appositive  (p.  210). 

38.  That  is  a  conjunctive  pronoun  subject  of  the  verb  died. 

39.  When  is  a  conjunctive  adverb  connecting  the  subordinate  clause, 

u  When  Sumter  is  fired  at,  or  bondage  grasps  at  new  soil"  with 
the  verbs  feel  and  start  which  it  also  modifies. 
Stupid  is  here  used  as  a  noun  subject  of  the  verb  feel. 

40.  Striking  is  a  verbal  adjective  modifying  portraits  understood. 

41.  There  are  names  that  have  in  them  all  the  sweetness  of  music; 

~~ T~  2 

and  when  they  are  spoken  they  bring  peace  and  comfort  and 

21-18 

beautiful  memories. 


There  (expletive), 
names     I     are 


that 


L_. 

|    have 


1  sweetness 


them 


_all 
the 


music 


they    j    bring 


and      comfort       and      memories 


they   |    i  are        spoken 


beautiful 


88 


ENGLISH   GRAMMAR,   PART   II 


There  is  an  adverb,  here  used  as  an  expletive  (p.  258),  but  as  it 
has  no  real  meaning  in  the  sentence  except  as  an  introductory 
word,  we  place  it  above  the  sentence  and  put  names  in  its  true 
place  as  subject. 

44.   Act    always    so    that   the   immediate    motive    of  thy  will   may 


18             18           21                               11                         1 

become  a  universal  rule  for  all  intelligent  beings. 
12                                 6             n 

(You)    |    Act 

mot 

always 

1  so 

Je-t- 

le 

i 

ive     !      may 

1 
become        ru 

• 

[the 
immediate 

I 
i 

universal 

jwi 

11 

•  beings 

[% 

lall 
intelligent 

That  is  here  a  subordinate  conjunction  showing  purpose  or  end 
(p.  252). 

45.    The  roses  are  a  regal  troop, 

I         IF  6 

And  modest  folk  the  daisies; 
I 
But,  Bluebells  of  New  England, 

5  3 

To  you  I  give  my  praises,  — 
1 

To  you,  fair  phantoms  of  the  sun, 

5 

Whom  merry  Spring  discovers, 

2 

With  bluebirds  for  your  laureates 

3 

And  honeybees  for  lovers. 

3 


ANALYSIS   AND   PARSING 


89 


roses 


troop 


The 


regal 


daisies     |    (are)      folk 


I  the 


Bluebells 


modest 


12 


New  England 


I I       give 


you 


praises 

I  my 


i  you 


phantoms 


IS.    I 
!  sun 


fair 


spring    [  discovers 

[merry  IWhom; 
With 


!  bluebirds        And         honeybees 


11 


j  laureates 


o 
W 

\  lovers 


your 


Bluebells  and  phantoms  are  compellatives,  hence  independent  of  the 
rest  of  the  sentence. 

The  south  wind  breathes  and  lo!  you  throng 

12  22 

This  rugged  land  of  ours ; 
— n 
I  think  the  pale  blue  clouds  of  May 
I 
Drop  down  and  turn  to  flowers. 


90 


ENGLISH  GRAMMAR,  PART  II 


breathes 


1  land 


fThii 

rugged. 


I         think 


»  __ 


'clouds 


!S»  ltne 
{May 

pale-blue 


}  ours 


|   Drop        and        turn 


down 


o 
flowers 


Lo  is  an  interjection. 

All  night  your  eyes  are  closed  in  sleep, 

u  12 

Kept  fresh  for  day's  adorning, 

~u~  1  3 

Such  simple  faith  as  yours  can  see 
_____  __      _  _ 

God's  coming  in  the  morning. 
eyes     |    are  '    closed 
T ||your 


Kept    fresh 


I  Ml 

•  o 


■  adorning 


Fresh  is  an  attribute  of  eyes  after  kept,  so  it  is  connected  with  eyes. 

faith     |     can        see 

j  coming 

tS- 1  God's 


|  (is)       yours 


|  morning 
[the" 


ANALYSIS   AND   PARSING 


91 


As  is  a  conjunctive  pronoun  when  it  follows  the  word  such  (see  p.  192). 
Its  antecedent  is  the  noun  faith. 

Yours  is  a  curious  form  of  the  pronoun  you,  and  stands  for  two  ante- 
cedents, — faith  and  the  name  of  the  person  who  has  the  faith. 

You  lead  me  by  your  holiness, 

To  pleasant  ways  of  duty ; 
You  set  my  thoughts  to  melody, 

You  fill  me  with  your  beauty. 


You 


|     lead 


o   ;  holiness 

jways 

\o^  |  pleasant 

{duty 


You  set 


[  thought: 
my 


melody 


You    1     fill 


IP 

beauty 


PART    III 
CXXIV.     Exercise.     (Page  180) 

(a)    1.  Compound.  8.  Simple. 

2.  Simple.  9.  Compound. 

3.  Complex.  10.  Compound. 

4.  Compound.  11.  Compound. 

5.  Compound.  12.  Compound-complex. 

6.  Compound.  13.  Complex. 

7.  Complex. 

1.    (c)  Knowledge  comes,  but  wisdom  lingers. 
Compound  sentence. 

Knowledge  comes        but        wisdom  lingers 


3.    He  that  wrestles  with  us  strengthens  our  nerves  and  sharpens  our 
skill. 
Complex  sentence. 

He  strengthens        and        sharpens 

1  nerves  I  SH 


that 


¥ 

!  us 


4.  Tis  winter  now,  but  spring  will  blossom  soon, 
And  flowers  will  lean  to  the  embracing  air. 
Compound  sentence. 

92 


ANALYSIS   OF   SIMPLE  SENTENCES 


93 


It 

I    is         winter 

spring 

i     [now 
!    will 

blossom 

flowers 

will 

Li 

lean 

>oon 
lir 

(Page 

I  the 
embracing 

181) 

11.    Descending  snows  the  earth  o'erspread, 
Keen  blows  the  northern  blast ; 
Condensing  clouds  scowl  overhead, 
The  tempest  gathers  fast. 

Compound  sentence. 


snows 


Descending 


o'erspread         (and) 
|  earth 
[the 


blast 


blows 


Keen 


I  the 
northern 


clouds  scowl         (and)         tempest  gathers 


Condensing 


overhead 


By  idea  and  punctuation  this  sentence  is  divided  into  two  coordinated 
clauses,  each  of  which  is  compound,  the  parts  being  connected  by 
the  conjunction  and  understood. 


12.    Speak  gently  !  'tis  a  little  thing 

Dropped  in  the  heart's  deep  well ; 
The  good,  the  joy,  that  it  may  bring, 
Eternitv  shall  tell. 


94 


ENGLISH   GRAMMAR,   PART   III 


(You)     | 

speak 

gently 

i 
it         is 

i 
thing 

[a 

little 
Dropped 

11 

i 

!  we 

[the 
hearts 

deep 

Eternity         shall         tell 


good        (and)        joy 

Fh7"V       Y 


it  may      bring 

CXXV.   Exercise  I.     (Page  182) 
8.   This  was  once  a  king  and  now  is  clay. 


that 


This 


|    was         king  and        is        clay 


5.   Music  can  noble  hints  impart  and  manage  all  the  man. 
Music         can        impart         and        manage 


|  hints 


noble 


Tman 

up. 

I  all 


[the 


ANALYSIS  OF  COMPOUND  SENTENCES 
7.   Snow  and  hail,  fire  and  vapor,  fulfill  His  word. 

Snow        and        hail 


95 


fire        and        vapor 


> 


fulfill 


word 


12.    A  statesman  of  great  renown  had  placed  himself  at  the  head  of 
his  countrymen,  and  across  the  path  of  tyranny. 


statesman     I     had 
lo    |A 


renown 


placed 


and        jg 

i." j3 


himself 


head 


jojtte 
|  countrymen 
I  his 


j  path 


o    I  the 
tyranny 


Exercise  II 

The  singing  of  the  great  wood-fires  is  yet  in  our  ears,  and  the 
blowing  of  the  gusty  wind  at  the  casement  will  be  long 
remembered. 


singing 


blowing         will       "be       remembered 


•  wind 


|  the 
gusty 


casement 
I  the 


5.  On  the  lawn,  great  shrubs  of  tropic  bloom  threw  a  fragrance  on 
the  moonlit  air,  and  one  could  hear  in  the  distance  the  odd, 
oriental  cries  of  the  women  in  their  boats. 


96 


ENGLISH   GRAMMAR,   PART  III 


shrubs 


threw 


and 


IP  S'reat 


o    'lawn 

M»     L 


Ithe 


I* 

!  air 


bloom 


tropic 


fragrance 

HI 


one    I    could      hear 
1 ^ 


the 
moonlit 


|  distance 
Ithe 


The 
odd 
oriental 


j  women 

I? 

j  boats 


their 


CXXVI.   Exercise  I.     (Page  184) 
1.    As  I  did  not  know  the  exact  route,  I  steered  by  the  lay  of  the  land. 
I  steered 


[lay 

jland 
|the 

II 

did         know 

oute 

|not 

lr 

l^e. 
exact 

2.   Does  he  fear  that  he  will  lose  his  friend  ? 

that 

he     |   Does 

he   |   !  will        lose 

fear 

T   friend 
I  his 


8.    How  often  have  hearts  beat  in  terror 
Over  evils  that  never  occurred  ? 


hearts 


have 


How 


beat 


often      19  !  B' 


cr>    j  terror 


evils 


that 


occurred 


ANALYSIS  OF  COMPLEX  SENTENCES 


97 


Exercise  II.     (Page  185) 

1.   Those  persons  from  whom  came  the  loudest  complaint  were  the 
first  offenders. 


l 

persons          were 

offenders 

came 

Those 

Ithe 

complaint    | 

|  first 

[the 
loudest 

§ 
|3 

•  whom 

2.   He  that  shuns  the  hives  because  the  bees  have  stings  is  not  worthy 
of  the  honeycomb. 


He 


is        worthy 


that 


_not 
shuns 


i  honeycomb 

g*    I  hives_ 
the 


bees  1 


have 


1  stings 


3.   The  crime  of  one  age  has  more  than  once  become  the  glory  of  the 
ages  which  followed. 


has 


age_ 
one 


become 


glory 


;   jo    Ithe 


more    than    once  i  ages 


which 


the 
followed 


More  than  once  is  an  idiomatic  expression  meaning  often,  frequently -, 
and  modifies  has  become  as  an  adverb. 
gar.  dia.  —  7 


98 


ENGLISH   GRAMMAR,   PART   III 


4.  Nature  is  a  kind  of  enchanted  castle  in  which  beauty  is  impris- 
oned, and  her  doors  are  opened  only  to  him  who  loves  that 
which  is  within. 


Nature  [  is      kind        and       doors    [    are      opened 


is.L&. 

j  castle 


beauty  I  is    imprisoned  i 

|  which 


enchanted 


him 


who  1 1  loves 


which  j  1  is 


within 


6.   Bend  yourself  to  the  task  of  showing  how  much  you  can  do. 
(You)     |    Bend 


i^     1  yourself 

{ task 
jo  | the          you    |    can 

do 

j  showing 

"I  much 

., 

how 

Much  is  really  an  adjective  or  an  adverb,  but  is  here  used  as  a 
noun,  object  of  the  verb  can  do.     It  retains  enough  of  its 
adjective  nature  to  be  modified  by  the  adverb  how. 
10.    Color  blindness,  which  may  mistake  drab  for  scarlet,  is  better 
than  total  blindness,  which  sees  no  distinction  of  coior  at  all. 


bli 

i 
ndness 

is            better 

Color 

i^ 

5 

1    may 

blindness  |  |  (is        good) 

total 

which  1 

sees 

which 

mistake 

"1  distinction 
iS       |o   [no 
ab           i^al^    i  color 

!       1  dr 

o      

I  scarlet 

PERSONAL   PRONOUNS 


99 


Than  is  here  a  conjunction  connecting  the  clause  understood, 
blindness  is  good,  with  the  predicate  adjective  better. 
11.    Courtesy  is  often  sooner  found  in  lowly  sheds  with  smoky  rafters 
than  in  tapestry  halls  and  courts  of  princes,  where  it  first  was 
named. 


Courtesy 


1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

0. 
10. 
11. 
12. 


is        found 


often 


sooner 


j  rafters 


|  sheds  }£, 

\$.   | lowly  I 

(it)  |  j  (is    found) 


smoky 


halls    and    courts 


tapestry 


princes 


it    1    was      named 


first 


whfcre 


Exercise  I.     (Page  191) 

The  nouns  represented  by  the  possessives  in  the  following  sen- 
tences are  used. 
I  took  theirs.     Object  of  verb. 
Mine  are  coining.     Subject  of  verb. 
He  spoke  of  yours.     Object  of  preposition. 
The  victory  was  his.     Complement. 

Yours  are  better  than  mine  (are  good).     Subject  in  each  case. 
Theirs  is  the  glory.     Subject. 

You  take  mine;  I  will  take  yours.     Object  in  each  case. 
Hers  is  a  sweet  voice.     Subject. 
Thine  is  the  kingdom.     Complement. 
Ours  are  later  than  theirs  are.     Subject  in  each  case. 
Against  his,  no  counsel  shall  prevail.     Object  of  preposition. 
Mine  be  a  cot  beside  the  hill.     Complement. 

Exercise  II.     (Page  101) 

In  the  following  sentences  other  pronouns  representing  the  same 
case  might  be  employed.  These  are  given  only  as  examples 
of  the  proper  case  to  be  used. 


100  ENGLISH   GRAMMAR,   PART   III 

1.  He  and  /  sang  a  duet. 

2.  Wait  for  James  and  me. 

3.  I  did  the  work  myself. 

4.  It  was  they  that  gave  John  and  me  the  alarm. 

5.  They  will  elect  Lucy  or  me. 

6.  It  was  either  she  or  William. 

7.  I  saw  the  proprietor  himself. 

8.  Neither  she  nor  May  can  come. 

9.  The  chorister  expects  Fred  or  him  to  sing  the  solo. 

10.  You  yourself  heard  it. 

11.  He  prides  himself  on  his  skill. 

12.  He  keeps  an  eye  on  them  and  us. 

13.  Each  time  it  has  been  he  or  /  that  won. 

14.  The  teacher  praised  my  brother  John  and  me. 

CXXXIII.   Exercise.     (Page  194) 

1.  We  love  those         who  aid  us         in  gratifying  our  desires. 

adj.  cl.,  mod.  those 

2.  A_man    who  is  devoid  of  gratitude    cannot  be  a  good  man. 

adj.  clause,modifying  man 

3.  Wisdom  is  the  habit  by  which  we  select  right  means  for 

adj.  clause,  modifying 
right  ends. 

habit. 

4.  Ignorance  and  error  may  arise  from  our  want  of  information 
that  we  have  no  means  of  obtaining. 

adj.  clause,modifying  information 

5.  All     that  he  does     is  to  complain  of  those    who  care  for  him. 

adj.cl.,mod.aM  adj.cl.,  mod.  those 

6 .  There  stood  by  me  this  night  the  angel  of  God,  whose  I  am  and 

compound  adj. 
whom  I  serve. 
clause,  modifying  God 


CONJUNCTIVE  PRONOUNS  101 

7.  The  shackles  ne'er  again  shall  bind 
The  arm       which,  now  is  free. 

adj.  clause,  mod.  arm 

8.  That  plea  was  one  in  which -Mr.  Lincoln  made  an  appeal      that 

adjective  clause,  modifying  one 
quite  surpassed  his  usual  efforts. 
adjective  clause,  modifying  appeal 

9.  In  all  communities  there  are  men  who  are  believed  to  be  honest, 

compound^  adjective  clause, 
yet  whose  word  is  never  taken  as  authority. 
modifying  men 

10.  Never  leave  that  till  to-morrow  which  you  should  do  to-day. 

adj.  clause,  modifying  that 

11.  We  always  like  those    who  admire  us ;     we  do  not  always  like 

adj.  cl.,mod.  those 
those     whom  we  admire. 
adj.  ch,  mod.  those 

CXXXrV.    Exercise.     (Page  195) 

1.  (a)  He  speaks  in  words  that  burn.     The  subject  that  has  for  its 

antecedent  words,  which  is  plural ;  hence  the  plural  verb  must 
be  used. 

2.  The  horse  that  you  are  driving  was  one  of  the  finest  that  were 

offered  at  the  sale.     The  antecedent  of  the  subject  that  is  horses 
understood ;  hence  the  plural  verb  must  be  used. 

3.  Mr.  S.  is  one  of  those  restless  men  that  are  always  seeking  a  new 

home.     The  antecedent  of  the  subject  that  is  men ;  hence  the 
plural  verb  must  be  used. 

4.  Riches  that  are  ill-gotten  will  be  seldom  enjoyed.     The  antecedent 

of  that  is  riches,  which  is  plural ;  hence  the  plural  verb  must  be 
.  used. 

5.  He  was  the  father  of  all  such  (people)  as  play  on  the  harp  and 

organ.      The  antecedent  of  as  is  people  understood,  which  is 
plural ;  hence  the  verb  must  be  plural. 


102  ENGLISH   GRAMMAR,   PART   III 

CXXXVI.   Exercise.     (Page  190)n 

1.  (a)  Do  what  is  right  =  (6)  Do  that  which  is  right.     In  sentence  (a) 

what  is  right  is  the  object  of  do,  and  what  is  the  subject  of  is 
right.  In  sentence  (6)  that  is  the  object  of  do,  and  which  is  the 
subject  of  is  right. 

2.  (a)  They  wist  not  what  it  was  =  (b)  They  wist  not  that  which  it  was. 

In  sentence  (a)  what  it  was  is  the  object  of  wist,  and  what  is  the 
noun  attribute  after  was.  In  sentence  (b)  that  is  the  object  of 
wist,  and  mjAjcA  is  the  noun  attribute  after  was. 

3.  Take  whichever  you  prefer. 
Whichever  is  equivalent  to  the  one  ichich. 
Take  ^e  one  you  prefer  which. 

object  object 

4.  Whatever  the  council  have  voted,  shall  be  done. 
Whatever  is  equivalent  to  anything  which. 

The  thing   shall  be  done,  the  council  have  voted  which 
subject  object. 

5.  Whomsoever  you  send,  I  wrill  entertain. 
Whomsoever  is  equivalent  to  any  person  whom. 

I  will  entertain  any  person  whom         you  send. 

object      object  of  send. 

6.  What  is  approved  by  the  multitude  is  not  always  just. 

The  thing  is  not  always  just  which  is  approved  by  the  multitude. 
subject  subject. 

7.  Whatsoever  is  right,  I  will  give  you. 

I  will  give  you  any  thing   which  is  right. 
object      subject. 

8.  They  condemn  whatever  I  propose. 

They  condemn,  any  thing,  I  propose  which 
object  object. 

9.  Here  is  an  account  of  what  was  done. 

Here  is  an  account  of  the  thing  which  was  done. 
object     subject 


CONJUNCTIVE   ADVERBS 


103 


CXXXIX.   Exercise  I.     (Page  203) 
1.    (a)  We  visited  the  field  on  which  the  great  oaks  stood. 
We  \     visited 


field 


oaks     |    stood 
[the 


great 


which 


2.    We  visited  the  field  where  the  great  oaks  stood. 

We    1    visited       ,.  , , 
' — • 1  field 


oaks 


stood 


I  the 
great 

3.   Jason  found  his  glove  in  the  place  in  which  he  dropped  it. 

Jason  found 

<■      I  gl°ve 


P 
place 


he         dropped 

— — U^, 

i    which 
4.   Jason  found  his  glove  where  he  dropped  it. 


Jason 


he         dropped 


found 

1  glove 

I  his 


where 

■ 

L. 


it 


104  ENGLISH   GRAMMAR,   PART   III 

5.   Foster  threw  the  weight  as  you  would  throw  a  ball. 

Foster  threw 


you   {  would    throw 


weight 
^the 


As  is  equivalent  to  the  two  phrases  with  the  ease  and  with  which. 

6.   The  athlete  threw  the  cannon  ball  with  the  ease  with  which  you 
would  throw  a  baseball. 


athlete 


threw 


ease 


1  ball 


|the 
cannon 


you  |  would    throw 

|  Z   {baseball 


which 


E 


the 


7.   These  immigrants  suffered   through   the  time  during  which  the 
drought  continued. 


immigrants     |    suffered 


These 


drought         continued 
I  the 


i 


crq 


,  which  S 


time 
rtthe 


CONJUNCTIVE   ADVERBS 


105 


(Page  203) 
8.   They  suffered  while  the  drought  lasted. 
They  \  suffered 


drought     lasted 

|the 

wliile 

.   Go  where  glory  waits  you. 
(you)|  Go 

glory  I 


waits 


13 

•o 


I    you 


whjere 


Exercise  II.     (Page  205) 

1.  There  is  society  in  which  none  intrudes. 

2.  I  saw  the  house  in  which  Shakespeare  was  born. 

3.  At  the  time  in  which  friendships  are  real,  they  are  not  glass  threads. 

4.  Some  eyes  may  see  the  haven  in  the  place  in  which  others  see  only 

the  storm. 

5.  Have  you  learned  of  the  time  at  which  the  steamer  will  sail  ? 

fi.    He  communed  with  him  during  the  time  in  which  he  went  on  his 
way. 

7.  During  the  time  in  which  the  scorner  is  punished,  the  simple  is 

made  wise. 

8.  We  know  not  of  the  place  toward  which  thou  goest. 

9.  These  immigrants  will  return  to  the  place  from  which  they  came. 

10.  The  colonel  led  his  regiment  precisely  in  the  manner  in  which  he 

was  ordered. 

11.  Can  you  tell  me  in  what  year  you  planted  this  elm  ? 


106  ENGLISH   GRAMxUAR,   PART  III 


CXLI.   Exercise.     (Page  208) 

1.  Unable  to  use  the  oars  he  drifted  through  the  night. 

a  5 

(a)  Adverbial  phrase,  modifying  adjective  unable,  introduced  by 

infinitive  to  use. 

(b)  Adverbial  phrase,  modifies  verb  drifted,  introduced  by  preposi- 

tion through. 

2.  A  bird  in  the  hand  is  worth  two  (birds)  in  the  bush 

a  b 

Both  phrases  are  adjective,  both  modify  bird,  and  both  are  intro- 
duced by  the  preposition  in. 

3.  A  poet  scorns  to  mend  his  verse. 

Noun  phrase,  object  of  scorns,  introduced  by  the  infinitive  to  mend. 
1.    The  wall  was  of  jasper. 

Adjective  phrase  forming  the  complement  of  the  copula  was, 
introduced  by  the  preposition  of 

5.  To  draw  true  beauty  shows  a  master  hand. 

Infinitive   phrase,   subject   of  the   sentence,   introduced   by   the 
infinitive  to  draw. 

6.  In  cheapening  of  goods  lies  a  threat  toward  the  wage  earner. 


a  b  c 

(a)  Adverbial  phrase,  modifying  verb  lies,  introduced  by  preposi- 

tion in. 

(b)  Adjective  phrase,  modifying  verbal  noun  cheapening,  intro- 

duced by  preposition  of. 

(c)  Adjective  phrase,  modifying  noun  threat,  introduced  by  prepo- 

sition toward. 
7.    Thrice  promoted  for  his  bravery,  he  is  now  a  brigadier. 

Adjective   phrase,    modifying   he,   introduced    by  the   participle 
promoted. 

11.  They  deserve  to  perish. 

Noun  phrase,  object  of  the  verb  deserve,  introduced  by  preposition 
to. 

12.  The  enemy,  routed  at  all  points,  gave  up  the  contest. 

Adjective  phrase,  modifying   enemy,  introduced  by  the  perfect 
participle  routed. 


PHRASES  107 

13.  The  birds  singing  about  me  awoke  memories  of  childhood. 

a  I 

(a)  Adjective  phrase,  modifying  noun  birds,  introduced  by  present 

participle  singing. 

(b)  Adjective  phrase,  modifying  noun  memories,  introduced  by 

preposition  of. 

14.  Peace  seemed  to  reign  upon  earth. 


b 

(a)  Adjective  phrase,  complement  of  seemed,  introduced  by  in- 

finitive to  reign. 

(b)  Adverbial  phrase,  modifying  infinitive  to  reign,  introduced  by 

preposition  upon. 

19.  Giving  to  the  poor  is  lending  to  the  Lord. 
a  b 

(a)  Noun   phrase,  subject   of  sentence,  introduced   by   present 

participle  giving. 

(b)  Noun  phrase,  complement  of  is,  introduced  by  present  parti- 

ciple lending. 

CXLII.   Exercise  I.     (Page  209) 

1.  That  serious  ?nistakes  have  been  made  is  not  doubted. 
Noun  clause,  subject  of  sentence. 

2.  His  neighbors  do  not  believe  that  he  will  accept. 
Noun  clause,  object  of  verb  do  believe. 

3.  The  report  that  some  one  has  failed  does  not  deter  us. 
Noun  clause,  appositive  of  report. 

4.  The  truth  is  that  they  were  faint-hearted. 
Noun  clause,  complement  of  the  copula  is. 

5.  That  the  earth  is  round  was  not  then  surmised. 
Noun  clause,  subject  of  sentence. 

6.  Have  you  heard  that  the  expedition  has  failed? 

sub. 
Noun  clause,  object  of  heard. 

7.  That  the  ignorant  are  allowed  to  vote  is  a  menace  to  our  nation. 
Noun  clause,  subject  of  sentence. 

8.  That  we  shall  die,  we  know. 
Noun  clause,  object  of  know. 


108  ENGLISH   GRAMMAR,   PART  III 

9.    Who  gives  himself  with  his  alms  feeds  three. 
sub. 
Noun  clause,  subject  of  feeds. 

10.  The  assertion  that  some  of  our  immigrants  are  felons  is  stoutly 

maintained. 
Noun  clause,  appositive  of  assertion. 

11.  The  committee  believe  that  this  mishap  arose  from  a  laudable  motive. 
Noun  clause,  object  of  verb  believe. 

12.  Next  came  the  cheering  report  that  ample  funds  had  been  pledged. 
Noun  clause,  appositive  of  report. 

13.  The  expectation  now  is  that  each  harvest  will  exceed  that  of  the 

previous  year. 
Noun  clause,  complement  of  the  copula  is. 

(Page  210) 

14.  That  the  finest  railway  station  in  the  world  is  in  India  you  will  be 

slow  to  believe. 
Noun  clause,  object  of  infinitive  to  believe. 

CXLIII.   Exercise.     (Page  210) 

1.    Do  you  know  who  are  coming  f 

Noun  clause,  object  of  verb  know. 
5.    It  does  not  yet  appear  where  we  shall  lodge. 

Noun  clause,  the  real  subject  of  the  sentence. 

It  is  the  apparent  subject,  and  serves  merely  to  introduce  the 
predicate. 
8.    Whether  the  rate  may  be  lessened  does  not  now  concern  us. 

Noun  clause,  subject  of  the  sentence. 

11.  Whither  I  go,  ye  know,  and  the  way,  ye  know. 
Noun  clause,  object  of  the  verb  know. 

12.  Thou  canst  not  tell  whence  it  cometh  and  whither  it  goeth. 
Compound  noun  clause,  object  of  verb  canst  tell. 

13.  Archly  the   maiden   smiled,  and,   with   eyes   overrunning   with 

laughter,  said,  in  a  tremulous  tone,  "  Why  don't  you  speak  for 
yourself  John  ?  " 
Noun  clause,  object  of  the  verb  said. 

14.  Priscilla  asked  John  Alden  why  he  did  not  speak  for  himself. 
Noun  clause,  object  of  verb  asked. 


NOUN   CLAUSES 


109 


1.  James  denies 


CXLIV.    (Page  212) 

the  statement, 
that  which  Peter  affirms. 
.  what  Peter  affirms. 


James  |  denies 


James    |  denies 


statement 


"[the 


L 

that 

Peter  |  affirms 

i 
i 

i 
i 

which 

affirms 

-r                    1      J                              - 

Peter   | 

James   |  denies 

|  what 

i  i 

: 

i -i 

(  reputable  things. 
3.   Think  on  -j  things  which  are  reputable. 

L  whatsoever  things  are  of  good  report. 


( you  )  |  Think 


(you)l  Think 


things 


!° 

things 


reputable 


which  |  I  are      reputable 


(you)  |  Think 


things  |  are 


s 1 

**    report 


good 


whatsoever 


The  clause,  whatsoever  things  are  of  good  report,  is  the  object  of  the 
preposition  on. 


110 


ENGLISH   GRAMMAR,   PART   III 


6. 


(Page  212) 

All    I  is  granted 


he  |    asks        } 
1  tjjttt 


Whatever  (any  thing)!  is  granted 


he  |  asks 

I  (that) 


CXLVIL   Exercise.     (Page  216) 

1.   Last  evening  I  heard  Patti,  whose  return  to  America  has  been  so 
warmly  welcomed. 

I  |  heard 


i-S         1  Patt 

L 

1 

j     evening 

return 

I    has  been  welcomed 

[Last 

L 

whose 

i 

America 

warmlv 

2.   I  have  now  heard  one  of  the  finest  vocalists  that  have  ever  visited 
our  city. 

I  |  have  heard 


one 


1    vocalists 


the 
finest 


that     I  have  visited 
il.  . 

lever     I     cy 

lour 


REVIEW   OF   CLAUSES 


111 


4.   Yonder  structure  was  built  for  a  barrack,  which  accounts  for  its 
peculiar  form. 

structure  f  was  built 


Yonder 


barrack 


j         which    |  accounts 


form 


j  its 
peculiar 


The  first  clause  is  the  antecedent  of  which. 


(Page  217) 


5.   Proofs  of  a  Power  above  us  are  furnished  by  man's  physical  form, 
which  is  wrought  with  a  skill  that  no  human  power  can  rival. 


Proofs     |     are        furnished 


Power 


K 


'form 


which  I  I  is 


physical 


Li 


wrought 


!  skill 


power    I     can        rival 

-— |  that  ! 


Tl 


|no 
human 


A  comma  should  be  placed  before  the  adjective  clause  which  is 

wrought  with  <i  skill  that  no  human  power  can  rival. 
The  verb  wrought  is  part  of  the  irregular  verb  work  (see  p.  144). 


112 


ENGLISH   GRAMMAR,   PART   III 


8.  In  Cambridge  we  next  visited  the  Washington  Elm,  beneath  whose 
shade  the  Father  of  his  Country  assumed  command  of  the 
American  forces. 


we    1    visited 
Ib1    next 


|  Washington    Elm 


!  Cambridge 


Father    | 

assumed 

2,    [the 
Country 

1 
1 

! shade 

command 
; forces 

Ihis 

|the 
American 

whose 


CLIII.     Exercise.     (Page  225) 
1.    Soon  our  places  in  the  school  will  have  been  taken  by  others, 
places     |    will        have        been        taken 


i_  school 


Soon 


H 

!  others 


The  verb  phrase  is  future  perfect  in  tense. 
2.    The  songsters  of  the  air  have  flown  to  warmer  climes, 
songsters  have        flown 


2,  [T£e 

.  air 
Ithe 


«_climes 


warmer 


The  verb  phrase  is  present  perfect  in  tense. 


SUBJUNCTIVE   CLAUSES  113 

4.    At  the  close  of  the  year  1800  not  one  asteroid  had  been  discovered. 

asteroid  had        been        discovered 

one  i^> 

not  !  close 


o      the 
year    1800 


the 
The  verb  phrase  is  past  perfect  in  tense. 

7.    The  year  now  closing  has  been  one  of  almost  universal  peace. 

I 1 

year    |    has        been        one 


Ik 


,    .                                  i  peace 
closing  Lill_ 

|  universal 


almost 


The  verb  phrase  is  present  perfect  in  tense. 
11.    Then  Time  shall  have  sundered  shell  from  pearl. 

Time     I    shall        have        sundered 


Then  J3» 

il 

|  pearl 
The  verb  phrase  is  future  perfect  in  tense. 

CLIV.     Exercise.     (Page  228) 
1.    The  man  runs  as  if  he  feared  arrest. 


1  shell 


A\ 


he||       feared 

|  arrest 


feared  is  subjunctive  in  form. 
gar.  dia.  —  8 


114 


ENGLISH   GRAMMAR,   PART  III 


2.    If  an  inscription  be  put  upon  my  tomb,  it  may  be  this. 


.' 

it          may 

be 

-i 
this 

inscription    | 

1  be 

put 

[an 

k 

P 

!  tomb 
[my 

Be  put  (be  placed)  is  subjunctive  in  form. 
3.    Had  the  chorister  been  present,  we  should  have  had  fine  singing. 
we  should        have        had 


singing 


chorister     I    Hajd        been        present 


the 

Had  been  is  subjunctive  in  form  and  implies  denial. 
4.    Unless  we  sow  we  shall  not  reap. 

we  shall        reap 

— ir 


we 


The  verbs  in  the  clauses  are  not  subjunctive. 
5.    If   the    nominee  were   assured   of    your   support   he  would    not 


withdraw. 

he      would 


withdraw 


not 
nominee 


i 


assured 


la 

i  support 
lyour 


Were  assured  is  subjunctive  in  form  and  expresses  denial. 


SUBJUNCTIVE   MODE 


115 


6.    If  thy  heart  fails  thee,  climb  not. 
(Thou)    I     climb 


heart 


fails 


|thy 


thee 


7.    Beware  lest  thou  be  led  into  temptation, 
(thou)     I   Beware 


i  — 

l& 
I 


thou  be         led 


Be  led  is  subjunctive  in  form. 


a 

I  temptation 


8.    I  will  not  let  thee  go,  except  thou  bless  me. 
I    |    will  let 


[not 


I  H 

1  s 


thee 


|Sgo 


thou  •       bless 


Bless  is  subjunctive  in  form.  I  me 

9.    He  will  not  live  to  my  age  unless  he  keep  in  breath  with  exercise 
and  in  heart  with  joyf  ulness. 
He    |    will      live 


he 


i 

\c 

Id 

is 
I" 


i 

lO 

!    age 


keep 


not 


and!*3 
1 


breath 


heart 


joyf  ulness 


Keep  is  in  the  subjunctive  form. 


116 


ENGLISH   GRAMMAR,   PART  III 


10.    If  the  youth  heed  his  mother's  counsel,  he  may  yet  become  a 
worthy  citizen. 


1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 
10. 
11. 


1 

he          may 

become 

1 
citizen 

i 

i 
i 

[yet 

heed 

worthy 

I 

youth  J 

counsel 

er's 

Ithe 

1 

moth 

jhis 
Heed  is  subjunctive  in  form. 

11.   Though  the  mills  of  God  grind  slowly, 
Yet  they  grind  exceeding  small. 


i 


mills    |  |    grind 

wly 

|o  |the                    slo 

[God               * 

they    j  j    grind 

small 

exceeding 

CLV.     Exercise  I.     (Page  230) 

To  sin  is  to  suffer.     Complement  of  verb  is. 
He  forgot  to  write.     Object  of  verb  forgot. 
We  are  in  haste  to  begin.     Adjective  modifying  noun  haste. 
The  horse  is  eager  to  start.     Adverb  modifying  adjective  eager. 
You  have  a  problem  to  solve.     Adjective  modifying  noun  problem. 
You  ought  to  go.     Object  of  verb  ought. 

I  am  prepared  to  hear  you.     Adverb  modifying  verb  am  prepared. 
He  wished  to  see  the  end.     Object  of  verb  wished. 
You  were  kind  enough  to  aid.     Adverb  modifying  adverb  enough. 
She  longed  to  reach  the  child.     Adverb  modifying  verb  longed. 
They  saw  the  enemy  (to)  advance.     Adjective  modifying  enemy 
(see  p.  229  for  omission  of  sign  to). 


INFINITIVES  117 

12.  Leaves  have  their  time  to  fall.     Adjective  modifying  time. 

13.  They   had   the  good   fortune   to   escape.      Adjective    modifying 

fortune. 

14.  The  student  has  a  license  to  preach.     Adjective  modifying  license. 

15.  The  cuckoo  tried  to  steal  the  nest.     Noun  object  of  verb  tried. 

16.  They  can  be  trusted  to  follow.     Adverb  modifying  verb  can  be 

trusted. 

17.  The  committee  have  two  plans  to  offer.     Adjective  modifying 

plans. 

18.  She  is  sad  to  see  her  sister  failing.     Adverb  modifying  adjective  sad. 

19.  I  have  come  to  hear  you  (to)  sing.     To  hear  is  an  adverb  modifying 

verb  come.     To  sing  is  noun  object  of  to  hear. 

20.  Their  efforts  seem  to  fail.     Adjective  complement  of  verb  seem. 

21.  Thou  art  glad  to  find  thyself  so  strong.     Adverb  modifying  adjec- 

tive glad. 

22.  It  seems  sweet  to  rest  upon  the  clover  sod.     Noun  real  subject  of 

verb. 

Exercise  II.     (Page  230) 
1.    Be  careful  to  avoid  giving  offense. 

(you)     I    Be        careful 
. 1 1 


!  avoid 


giving 


I  offence 

The  sign  of  the  infinitive  (to)  is  a  preposition,  hence  may  be 
placed  on  the  dotted  line. 

She  has  promised  to  sing  in  aid  of  the  poor. 

She    I    has        promised 


poor 
[the 
The  infinitive  to  sing  is  the  object  of  the  verb  has  promised. 


118  ENGLISH   GRAMMAR,   PART  III 

3.    In  that  elder  day,  to  be  a  Roman  was  greater  than  to  be  a  king. 


is 


!  be 

Roman 

ater 

Is 

j  be 

Ik 

1   was        gre 

jday 

3 

king 

|  that 
elder 

k 

4.    A    quarrel   arose   from   a   misunderstanding  respecting  the   true 
meaning  of  one  term  in  the  contract. 


quarrel 

arose 

|§ 

i  misunderstanding 

H        I*. 

respecting 

"|  meaning 

Tthe 

is  L — 

l1-*    |  true 

J  term 

!~    Tone 

13       ■ 

J  contract 

the 


5.   You  cannot  avoid  seeing  that  this  doctrine  has  been  gradually 
superseding  the  other. 


Is 


doctrine 


You  |  can     avoid 

1 1  seeing      Ithis 

not        I 1     * 


has    been     superseding 


gradually 


other 


the 


INFINITIVES 


119 


6.    Will  men  refrain  from  injuring  others  unless  they  have  within 
them  a  benevolent  spirit  prompting  them  to  do  good? 

I     Will      refrain 


men 


•  c         2 
2-      !3 


they  | 


injuring 


have 


others 


spirit 


"¥ 

benevolent 


j  prompting 


3* 
them 


7.   Who  would  not  give  a  trifle  to  prevent 

What  he  would  give  a  thousand  worlds  to  cure? 
Who     I     would 


give 


he 


would 


give 


)  worlds 


|  trifle 
S-  [a. 

prevent 

"  that 


I  cure 


which 


thousand 

8.   Our  leading  publishers  are  endeavoring  to  supply  a  demand  for 
choice  literature  by  bringing  out  the  works  of  the  best  writers. 
publishers    |    are      endeavoring 


{ bringing 

lout     1  works 


supply 


demand 


o     [the 
writers 
The 
Ibest 


ffli 

literature 


choice 


120  ENGLISH   GRAMMAR,   PART   III 


CLVI.   Exercise.     (Page  231) 

1.  These  men  were  sent  to  rule  a  distant  province. 
Adverb  modifying  verb  were  sent. 

2.  The  law  was  framed  to  prevent  injustice. 
Adverb  modifying  verb  was  framed. 

3.  Commodore  Sampson  is  reported  to  have  destroyed  the  Spanish  fleet. 
Complement  of  verb  is  reported. 

4.  The  sentinel  was  set  to  guard  the  gate. 
Adverb  modifying  verb  was  set. 

5.  To  do  a  great  deed  may  demand  a  great  sacrifice. 
Noun  subject  of  verb  may  demand. 

6.  Homer  is  supposed  to  have  been  born  in  Smyrna. 
Complement  of  verb  is  supposed. 

7.  Sympathy  will  open  doors  which  all  other  keys  fail  to  unlock. 
Adverb  modifying  verb  fail. 

8.  The  wheat  crop  of  1897  is  estimated  to  have  been  the  largest  in  the 

history  of  the  world. 
Complement  of  verb  is  estimated. 

Note.  —  The  phrases  to  have  destroyed,  to  have  been  born,  and  to 
have  been,  in  3,  6,  and  8,  are  sometimes  called  objects  retained  in  the 
passive. 


CLVIII.   Exercise  I.     (Page  240) 

(Review  Lesson  CIX.,  page  161.) 

1.  You  strove  against  your  tempter. 

2.  Why  does  this  man  seek  your  harm? 

3.  You  renew  the  kind  service  I  had  from  you  before. 

4.  The  new  piece  tears  away  from  the  old  garment. 

5.  You  drove  out  the  heathen  ;  you  planted  them ; 
You  afflicted  the  people. 

6.  You  have  not  let  me  know  whom  you  will  send. 

7.  When  you  were  young  you  girded  yourself  and  walked  whither 

you  would. 

8.  O  daughter  of  Babylon,  who  are  to  be  destroyed,  happy  shall  he  be 

that  rewards  you. 


THE   ANCIENT   FORMS  OF  VERBS  121 

Exercise  II 

1.  Thine  own  mouth  condemneth  thee. 

2.  Bread  strengthened  the  heart  of  thy  child. 

3.  The  place  where  thou  standest  is  holy  ground. 

4.  Who  art  thou  that  judgest  another? 

5.  The  mustard  seed  shooteth  up  and  throweth  out  great  branches. 

6.  James,  thou  hast  guided  them  well,  and  shalt  conduct  them  to- 

morrow. 

7.  My  brother,  thou  knewest  this  need  of  thy  neighbor,  yet  didst  not 

open  thy  hand  to  aid. 


CLX.   Exercise  I.     (Page  242) 

1.  I  knew  that  it  was  she.  7.  I  know  whom  it  was  for. 

2.  I  knew  it  to  have  been  her.  8.  They  knew  who  it  was. 

3.  You  thought  it  was  he.  9.  I  took  it  to  be  him. 

4.  You  thought  it  was  to  be  he.  10.  We  were  sure  that  it  was  she. 

5.  Whom  did  you  see?  11.  Do  you  suppose  it  to  be  them? 

6.  Was  it  he  or  she  ?  12.  Do  you  suppose  that  it  is  they  ? 


Exercise  II.     (Page  243) 

(a)  1.  The  general  orders  him  to  retire.     Objective  noun  phrase. 

2.  I  deem  that  she  is  stricken.     Objective  noun  clause. 

3.  They  feigned  themselves  to  be  timid.     Objective  noun  phrase. 

4.  She  conceived  that  he  had  become  a  prince.     Objective  noun 

clause. 

5.  Do  you  imagine  the  clouds  to  be  islands  ?   Objective  noun  phrase. 

6.  I  fancy  her  to  be  a  countess.     Objective  noun  phrase. 

7.  You  guess  that  I  am  sixteen.     Objective  noun  clause. 

8.  I  conjecture  him  to  be  in  trouble.     Objective  noun  phrase. 

9.  They  hold  that  we  are  their  debtors.     Objective  noun  clause. 

(6)  1.  The  general  orders  that  he  retire. 

3.  They  feigned  (pretended)  that  they  were  timid. 

5.  Do  you  imagine  that  the  clouds  are  islands? 

6.  I  fancy  that  she  is  a  countess. 

8.  I  conjecture  that  he  is  in  trouble. 


122  ENGLISH   GRAMxMAR,   PART  III 

CLXI.   Exercise.     (Page  244) 
(Italics  indicate  direct  object,  capitals  indirect) 

(a)     1.  The  gatekeeper  refused  admittance  to  them. 

2.  I  will  ask  one  question  of  you. 

3.  My  brother  will  buy  a  watch  for  me. 

4.  Did  the  secretary  furnish  instructions  for  you  ? 

5.  The  merchant  left  a  large  estate  to  his  children. 

6.  The  citizens  gave  a  banquet  to  Minister  Lowell. 

7.  I  will  teach  the  fear  of  the  Lord  to  you. 

8.  The  prisoner's  former  blameless  life  will  insure  an  early 

pardon  for  him. 

9.  Varied  forms  give  a  charm  to  language. 

10.  The  orchard  yielded  an  ample  return  to  the  farmer. 

11.  The  governor  gave  the  office  to  him. 

(6)     1.   They  were  refused  admittance  by  the  gatekeeper. 
Admittance  was  refused  them  by  the  gatekeeper. 

2.  You  will  be  asked  one  question  by  me. 
One  question  will  be  asked  of  you  by  me. 

3.  A  watch  will  be  bought  for  me  by  my  brother. 

I  shall  have  bought  for  me  a  Match  by  my  brother. 

4.  Were  you  furnished  with  instructions  by  the  secretary? 
Were  instructions  furnished  you  by  the  secretary  ? 

5.  His  children  were  left  a  large  estate  by  the  merchant. 
A  large  estate  was  left  by  the  merchant  to  his  children. 

6.  Minister  Lowell  was  given  a  banquet  by  the  citizens. 

A  banquet  was  given  to  Minister  Lowell  by  the  citizens. 

7.  You  will  be  taught  the  fear  of  the  Lord  by  me. 
The  fear  of  the  Lord  will  be  taught  you  by  me. 

8.  The  prisoner  will  be  insured  an  early  pardon  by  his  former 

blameless  life. 
An  early  pardon  will  be  insured  the  prisoner  by  his  former 
blameless  life. 

9.  Language  is  given  a  charm  by  varied  forms. 

A  charm  is  given  to  language  by  varied  forms. 
10.    The  farmer  was  yielded  an  ample  return  for  his  labor  by  the 

orchard. 
An  ample  return  for  his  labor  was  yielded  to  the  farmer  by 

the  orchard. 


OBJECTIVE  ATTRIBUTE  123 

11.  He  was  given  the  office  by  the  governor. 
The  office  was  given  him  by  the  governor. 

12.  Congress  was  sent  a  copy  of  the  message  by  the  President. 

A  copy  of  the  message  was  sent  to  Congress  by  the  President. 


CLXII.   Exercise.     (Page  246) 

1.  The  judges  proclaimed  him  victor.    Objective  attribute ;  noun 

appositive  of  him. 

2.  The  club  made  Ellis  chairman.     Objective  attribute;  noun 

appositive  of  Ellis. 

3.  Jack  has  worn  his  shoes  thin.     Objective  attribute  ;  adjective 

modifying  shoes. 

4.  Some  call  the  boy  precocious.     Objective  attribute ;  adjective 

modifying  boy. 
9.   Constant  fear  makes  the  strongest  weak.    Objective  attribute  ; 
adjective  modifying  strongest. 

15.  She  makes  the  needy  her  care.  Objective  attribute ;  noun 
appositive  of  care. 

19.  God  called  the  light  day,  and  the  darkness  he  called  night. 
Objective  attributes ;  nouns  appositives  of  light  and  dark- 
ness, respectively. 


CLXVI.   Exercise.     (Page  251) 
1.    He  spoke  from  the  platform  and  through  the  press. 


He     |     spoke 


LaaaJf 
L    i§ 

is    m. 

!3         |  press 

1 

!  platform       |the 

"the 


The  verb  spoke  is  modified  by  the  compound  adverbial  element 
consisting  of  two  phrases  which  are  connected  by  the  coordi- 
nate conjunction  and. 


124  ENGLISH  GRAMMAR,  PART  III 

2.    Nature  is  frugal,  and  her  wants  are  few. 


Nature 


frugal 


jo- 


wants 


are 


few 


jher 

In   this   sentence   independent  propositions  are  coordinated  by 
means  of  the  coordinate  conjunction  and. 

4.    The  country  offers  sweet  odors  and  alluring  sights. 


country 

offers 

odors        and 

iThe 

sights 

sweet 

alluring 

In  this  sentence  the  parts  coordinated  are  the  nouns,  odors  and 
sights,  both  objects  of  the  verb  offers. 

6.    We  moved  through  dark  and  desert  ways. 
We  1   moved 


ways 


dark     and       desert 


8.    Bring  lilies  to  altar  and  shrine. 
( you  )     I     Bring 


lilies 


j  altar       and       shrine 


9.    The  bears  moved  ceaselessly  to  and  fro. 
bears moved 


JThe 


to      and      fro 


ceaselessly 


SUBORDINATE  CONNECTIVES  125 

13.    The  moon's  veil  is  both  her  luster  and  her  shade. 

E — , 1 1 

veil     |    is    both    luster      and  shade 


Iher 


moon's  her  her 


The 

Both  —  and  are  correlative  conjunctions  (p.  249). 
14.    If  he  is  timid,  or  if  he  is  too  bold,  we  reject  him. 


we 

reject 

i^                      him 
hori         I  ' 

,i 
he 

is      timid     J 
i               ... 

he  |  is       bold 

[too 


CLXVII.    Exercise.     (Page  254) 

1.  No  one  doubts  that  the  senator  will  be  heard. 
Subordinate  conjunction. 

2.  Unless  we  sow  we  shall  not  reap. 
Subordinate  conjunction. 

3.  The  culprit  has  been  returned  to  the  cell  whence  he  escaped. 
Subordinate  conjunction  (conjunctive  adverb). 

4.  Clara  and  I  were  writing  when  father  arrived. 

a  b 

(a)  Coordinate  conjunction,     (b)  Conjunctive  adverb. 

5.  I  will  go  whither  Truth  leads. 
Conjunctive  adverb. 

6.  We  reached  a  shelter  just  as  the  storm  broke. 
Conjunctive  adverb. 

7.  As  this  treaty  consulted  the  good  of  the  two  parties,  it  was  long 

preserved. 
Subordinate  conjunction. 

8.  You  should  help  this  committee,  since  the  cause  is  worthy  and 

vou  have  the  meanB. 
(a)  Subordinate  conjunction,     (b)  Coordinate  conjunction. 


126  ENGLISH   GRAMMAR,   PART   III 

9.  If  you  will  give  me  time,  I  will  prove  what  I  said. 
a  b 

(a)  Subordinate  conjunction.     (6)  Conjunctive  pronoun. 

10.  Is  thine  eye  evil  because  I  am  good  ? 

a 
(a)    Subordinate  conjunction. 

11.  The  seed  sprouted  where  it  fell.         (a)    Conjunctive  adverb. 

a 

CLXXVI.     Exercise.     (Page  269) 

1.  Friends,  Romans,  countrymen,  lend  me  your  ears. 

2.  Why,  Tommy  Bancroft,  didn't  you  know  it  was  Sunday  morning? 

3.  One  thing  alone  was  wanting  — a  new  set  of  plumes. 

4.  In  whatever  we  attempt,  attention  is  of  prime  importance. 

5.  We  had  driven  through  the  village,  across  the  causeway,  and  up 

the  ascent. 

6.  On  the  contrary,  the  cause  of  Freedom  won. 

7.  "  You  wrong  me,"  returned  his  companion. 

8.  Paul,  the  apostle  to  the  Gentiles,  stood  on  Mars  Hill. 

9.  Nature  reserves  her  most  dazzling  smiles  for  those  who  have 

earned  them. 

10.  We  were  now  at  an  elevation,  from  which  we  had  a  fine  view  of 

the  city. 

11.  Jew,  Venetian,  Roman,  and  Spaniard,  impelled  by  an  insatiate 

desire  for  wealth,  were  urged  on  to  discovery. 

12.  The  miser  grows  rich  by  seeming  poor;    the  extravagant  man 

grows  poor  by  seeming  rich. 

13.  If  thine  enemy  hunger,  feed  him;  if  he  thirst,  give  him  drink. 

14.  Some  of  the  honeycomb  flakes  were  of  old  date  and  a  deep  brown 

color ;  others  were  beautifully  white. 

15.  And  all  the  question  (wrangle  e'er  so  long)  is  this. 

16.  What  is  done  for  effect  is  seen  to  be  done  for  effect ;  what  is  done 

for  love  is  felt  to  be  done  for  love. 

17.  Is't  death  to  fall  for  Freedom's  right  ? 
He's  dead  alone  who  lacks  her  light; 
And  murder  sullies  in  Heaven's  sight 

The  sword  he  draws. 
What  can  alone  ennoble  fight?  — 
A  noble  cause ! 


ANALYSIS  AND   PARSING 


127 


18.  They  thought,  foolish  creatures,  that  it  was  meant  for  only  those 

who  preyed  upon  the  conquered  people. 

19.  And  we  miss  our  friends  —  Ah  sadly  enough  !  for  we  have  none 

here. 

20.  "Come,  Jim,"  said  the  Doctor  (Jim  was  his  servant),  "we  must 

ride  to  the  village." 


21. 


"  Water,  water !  "  said  the  grain, 
With  its  yellow  head  on  high ; 

And  the  spreading  fertile  plain, 

Ripening,  joined  the  swelling  cry ; 

"  Water  for  the  grains  of  gold,  — 
Wealth  untold." 


CLXXIX.     (Page  271) 
1.    The  growth  of  higher  feeling  within  us  is  like  the  growth  of 

I  19  T"    12    ~W 

faculty,  bringing  with  it  a  sense  of  added  strength. 
a  ii  19     JT  li 


In- 
growth 


The 
feeling 


is: 

13 

I 
I 
I    US 


bringing 


it 


higher 


T    sense 

|a 


strength 


added 


like 


j^growth 


i 


the 


faculty 


Bringing  is  a  verbal  adjective.     Like  is  a  predicate  adjective. 
2.    It  is  not  ignoble  to  feel  that  the  fuller  life  which  a  sad  experi- 

II  16=7  ~2f~  2-21 

ence  has  brought  us  is  worth  our  own  personal  share  of  pain. 
T  II 


128 


ENGLISH   GRAMMAR,  PART  III 


i  ■ 
It 

is               ignoble 

jo 

f    feel 

|  not 

B 

lite       [     !   is 

worth 

|the 

|    share 

fuller 

i 

i 

!© 

1 
1 

|our 

experience!  has  brought  I 

own 

which 

personal 

Ll        bll 

sad                     [Su„ 

1 

L 

pain 

2 
3.    Y 

mat 
our 

But 

ofeel  is  used  as  a  nou 
ou  may  choose  to  for 

12                             2 

the  sorrow  they  br 

i  expl, 
sake  y 

ing. 

ory  of  the  expletive  it. 

duties,  and  choose  not  to  have 

2                               12                                2 

what  will  you  find?     Sorrow 

2  2  2 

without  duty,  bitter  herbs  and  no  bread  with  them. 

(The  phrase  "  bitter  herbs  and  no  bread  with  them"  is  in  apposi- 
tion with  "  sorrow  without  duty.") 


You 

may  c 

:hoose 

i 

md 

choose 

1 

will 

O 

forsake 

°  have 

duties 

I  y°u 

Inot     1  sorrow 

you 

find 

L 

r                      the 
they  |  bring 

T22 

■  - 

ich) 

(You)  |  (will 

find) 

[  what 

id 
^o_ 

hem 

1  Sorrow 

herbs        and       bre 

1 

| 

duty 

li 

ritter                I g. 

ANALYSIS   AND    PARSING 


129 


4.    The  beginning  of  hardship  is  like  the  first  taste  of  bitter  food, — 
i  "IT" 

it  seems  for  a  moment  unbearable;  yet,  if  there  is  nothing 

I2  n  ~W~  I 

else  to  satisfy  our  hunger,  we  take  another  bite,  and  find  it 
IF  '       H  a 

possible  to  go  on. 
ii  is      w" 


(Page  271) 


"beginning 


is      like 


The 


'  hardship 


jo,    taste 


1 

the 

r 

first 

I 

food 

bitter 

j                       1 

it    |  seems    unbearable 

moment 

^                a 

•— 

take         and          find 

it 

we    1 

,og0 
[on 

possible 

bite 

another 

(expletive)  there 

• 

nothing  | 

is 

else 

8 
i 

atisfy 

r  • 

hunge 

our 

GAR.  DIA.  —  I 


130 


ENGLISH   GRAMMAR,  PART   III 


5.   Duty  has  a  trick  of  behaving  unexpectedly. 

Duty  |  has 

trick 


behaving 


unexpectedly 


6.   'Tis  a  strange  truth  that  only  in  the  agony  of  parting  do  we  look 


into  the  depths  of  love. 


It 


truth 
strange 


do        look 


b  { agony 


depths 


jabJiL 


a    Ithe     *- 
love 


!  parting 


7.   To  be  a  poet  is  to  have  a  soul  so  quick  to  discern  that  no  shade  of 


18       u 


quality  escapes  it. 

iH       I 

Ibe 


poet 


o 
have 


li 


soul 


IT" 


quick 


shade 
o    I  no 
quality 


jS"  Lso 


escapes 


Poet  is  in  the  nominative  case  after  the  infinitive  to  be. 


ANALYSIS  AND  PARSING 


131 


8.   Try  to  care  for  what  is  best  in  thought  and  action. 
I<w  3-1  n 


(you)    |  Try 


!  care 


!  that 


which  \  |  is       best 

—  — F 

}  thought        and        action 


What  is  equivalent  to  that  which  (page  198) ;  hence,  is  object  of 
preposition  for  and  subject  of  verb  if. 

9.   Her  eyes  had  that  liquid  look  that  tells  that  the  mind  is  full  of 
T"  "~i2       n~  T3T  21 

what  it  has  to  give  out. 

8-2  17-11 


eyes         had 


look 


that 


Tthat 
liquid 


tells 


l — I  i 

mind   |   is     full 


|2,  that 
i —^ — 

it  I  has     j 

\^.    |  xwhich 


o 
give 


The  various  uses  of  that  are  well  illustrated  in  this  sentence. 
Study  the  uses  of  that  on  page  258  of  Grammar  and  compare 
with  the  uses  here  exemplified. 


132 


ENGLISH   GRAMMAR,   PART  III 


10.   I  suppose  our  keen  feeling  for  ourselves  might  end  in  giving  us  a 

T~  3  12  3 

keen  feeling  for  others,  if,  when  we  are  suffering  actually,  we 

55  "21       18-21 

were  to  consider  that  others  go  through  the  same  experience. 


suppose 


feeling]    might    end 


our 
keen 


ourselves 


3 
giving 

SHfeeIing 

122.      |S   I  keen 

]  others 


ls~l 


we  |  [  were  {  consider 


CD 

3 


others 


g° 


r 


J  experience 


the 
same 


are    suffering 


actually 


Everything  which  follows  the  verb  suppose  is  the  object  of  sup- 
pose, and  what  follows  to  consider  is  its  object. 
To  consider  is  used  as  a  predicate  adjective. 
Us  is  the  indirect  object  of  the  participle  giving. 


ANALYSIS   AND   PARSING  133 

11.   Feeling  what  it  is  to  have  spoiled  our  life  may  well  make  us  long 
to  save  other  lives  from  being  spoiled. 


Feeling 


"I  thing 
1 r-r 


the 


I 7~i     i 

it   |   isj  which 


I  have  spoiled 


life 


us  |  (to)    long 


|  may    make 


lives 


save 

TTlu 

i  ~"      — i 

;|  I  other 

i 

I  being  spoiled 


Us,  though  in  the  objective  case  after  may  make,  is  called  the  sub- 
ject of  the  infinitive  (page  242). 

To  have  spoiled  is  a  perfect  infinitive,  used  as  a  noun  attribute 
of  it. 

Being  spoiled  is  a  compound  participle,  used  as  the  object  of  the 
preposition  from. 

12.   The  only  failure  a  man  ought  to  fear  is  failure  in  cleaving  to  the 
purpose  he  sees  to  be  best. 


failure    |    is  failure 


| ought 


I  to  fear 


The 
only 


cleaving 
i — 


](wh|fch) 


he  I  sees 


pose 


the 


(v^hich) 


be  best 


134  ENGLISH   GRAMMAR,   PART  III 

13.   A  man  without  hope  is  of  no  good  use  to  the  world. 


1 

!° 

use 

1 

|  no 
good 

i°  world 

man  |  is 

|the 

ilLL 

^hope 

14.   The  less  of  two  evils  is  always  to  be  chosen. 


\Sbe 

chosen 

always 

less         is 

o   [The 

evils 

15.   No  profit  grows  where  is  no  pleasure  taken. 

18-21 


profit 


grows 


pleasure  |   , 

u n 

is  taken 

[no. 

• 
wljere 

16.   The  pessimist,  instead  of  hoping  that  to-morrow's  skies  will  be 

19  lfr^  12 

sunny,  prefers  to  remember  that  yesterday's  skies  were  clouded. 

12  12  16=2  4 


ANALYSIS   AND  PARSING 


135 


pessimist  |  prefers 
|The 

1^ 

i     remember 

I 

■ 
sides 

I 

were  clouded 

If 

il 
ja 

I    hoping 

yesterday's 

l.i 

r 

skies 

1          i 

el- 
Will    be   sunny 

tomorrow's 

The  infinitive  to  remember  has  a  clause  for  its  object. 
Hoping  as  a  verbal  noun  is  the  object  of  the  preposition  instead  of; 
as  a  verb  it  has  a  clause  for  its  object. 


(Page  271) 

17.   The  hope  of  good  things  to  come,  and  the  memory  of  joys  we 

n 
have  tasted  in  the  past,  unite  to  make  attractive  what  would 

12  12  18  2-21 

without  their  influence  often  be  an  almost  unbearable  present. 


hope      and      memory  |  unite 


|c  |The                jc    [the 
j  things               j    Jovs 

•  e-t- 
make 

klg°od           ! 

thing 

come 
we  have  tasted 

\the 
attractive 

J3-past     lilffl 
[the. 

which      would    be   present 

• 

often 

1  an 

unbearable 

• 
i 

|      influence 

1  almost 

their 

136  ENGLISH   GRAMMAR,   PART   III 

18.   It  is  our  ever-present  experience  to  desire  to  continue  to  live. 


1                    1 
It  |  is    experience 

[s 

our 

j    desire 

ever-present 

!    continue 


live 


It  being  an  expletive  serves  merely  to  introduce  the  predicate. 

19.    'Tis  greatly  wise  to  know,  before  we're  told 
~Hi  7 

The  melancholy  news,  that  we  grow  old. 


It  |  is 


greatly 


know 


sr 


news 


we  |  are  j  told 


|  The 

melancholy 


we  1 1  grow    old 

Grow  is  here  synonymous  with  become ;  hence  is  an  incomplete 
intransitive  verb,  and  old  is  a  predicate  adjective. 

20.   I  saw  the  angelic  guards  from  earth  ascend, 
12  il 

Grieved  they  must  now  no  longer  man  attend. 
~fiT~  IF       is 


n 
I|  saw 


guards 


the 


angelic 


Grieved 


they[ 


must  atteid 


longer 
I  no 


(to)    ascend 

i 

i 

It? 


earth 


ANALYSIS   AND   PARSING 


137 


After  saw,  to,  the  sign  of  the  infinitive,  is  usually  omitted. 
The  noun  guards,  although  object  of  the  verb  saw,  is  also  called 
the  subject  of  the  infinitive  to  ascend  (p.  242). 

21.  If  thou  art  worn  and  hard  beset, 
2l  TT~  ~ is         II 

With  sorrows  that  thou  wouldst  forget, 

If  thou  wouldst  read  a  lesson  that  will  keep 

Thy  heart  from  fainting,  and  thy  soul  from  sleep,  - 

Go  to  the  woods  and  hills !     No  tears 
~W 

Dim  the  sweet  look  that  nature  wears. 
TUT 


(thou) 


(Page  272) 


Go 


•©  woods    and    hills 


thou  |  art  worn  and  beset 


hard 


vr 
sorrows 


thou  |  wouldst  forget 


thou  |  wouldst  read 


1  thJLt 


I  lesson 


that  !  I  will  keep 


and 


i  sleep  L 


]     heart       and 
|thy 

fainting 


soul 


|thy 


138 


ENGLISH   GRAMMAR,   PAttT   III 


tears    |  dim 


look 


the 
sweet 


Nature   {  wears 


"I  t  jiat 


22.  Oh,  it  is  excellent 

22 


To  have  a  giant's  strength ;  but  it  is  tyrannous 


To  use  it  like  a  giant. 

7  ~l8~ 


Oh, 


it  I  is    excellent 


have 


strength 


giants   j 


1 

it    |  is  tyrannous 

use 

Hit 

like 

in- 

!£•  giant 

Ll_ 


The  infinitives  to  have  and  to  use  are  here  nouns,  appositives  of  it. 


ANALYSIS   AND   PARSING 


139 


23.   When  friendships  are  real,  they  are  not  glass  threads  and  frost- 
work, but  the  solidest  things  we  know. 


they  |   are     threads 

and        frostwork 

||  I , 

Iglass 

or 

2 

i  |not 

P 

friendships  j    are  real 

tr* 

(they) 

(are)  things 

i 

I  the 
solidest 

we  I  know 
*— |(tjiat) 

24.  Better  be  a  nettle  in  the  side  of  your  friend  than  his  echo.  (It  is) 
better  (to)  be  a  nettle  in  the  side  of  your  friend  than  (it  is 
to  be)  his  echo. 


1                  -1 
(It)  |  (is)    better 

\S           1 

be  nettle 

let- 

is-  b_ 

1    side 
j0  |the 

(it)j(is)(good) 
•  i 

£            1 

jo,  (be)  echo 

1      

friend 

1  his 

your 

Nettle  and  echo  are  both  in  the  nominative  case  after  the  infinitive 
to  be. 


140 


ENGLISH   GRAMMAR,  PART  III 


25.  Thou  alone 

Keepest  j  udgment  for  Thine  own  : 

Only  unto  thee  is  known 

n 
What  to  pity,  what  to  blame ; 

2  2 

How  the  fierce  temptation  came ; 

18 

What  is  honor,  what  is  shame. 


Thou  Keepest 


"|   judgment 


own 


Thine 


I© 


Irf- 
O 


blame 


What 


~\  what 


temptation  |  came 


1    is  ~known 


the 


How 


fierce 


honor  |  is    What 

j — n — I 

shame  |  is   what 


I     thee 


Only 


It  is  the  custom  to  use  the  singular  form  of  the  verb  with  com- 
pound subjects  that  are  composed  of  phrases  or  clauses ;  hence 
is  known  instead  of  are  known. 

Alone  is  used  in  the  sense  of  only;  hence  is  an  adjective  in  this 
case. 


ANALYSIS   AND   PARSING 


141 


26.   Couldst  thou  in  vision  see 
Thyself  the  man  God  meant, 

Thou  never  more  wouldst  be 


The  man  thou  art,  content. 


Thou  1  wouldst  be  man 


never-more 


I  The 

content 


P  '    T 


5     thou  |  art  j  (that) 

fhou    Couldst  see 

TCTl  Thyself 


p  .  ^~ 
vision 


the 


God  |  meant 


1 1  (that) 


Couldst  thou  see,  etc.,  is  equivalent  to  if  thou  couldst  see,  and  is 
subjunctive  in  mode,  expressing  an  unreal  condition  (p.  225). 

Thyself,  the  man  God  meant.  Man  is  an  appositive  of  thyself 
(p.  245). 

The  two  words,  never  more,  are  often  combined  and  used  as  a 
single  adverb. 


27.   No  radiant  pearl  which  crested  fortune  wears, 
No  gem  that  twinkling  hangs  from  beauty's  ears, 


Not  the  bright  stars  which  night's  blue  arch  adorn, 

~W  1-21  4 


142  ENGLISH   GRAMMAR,   PART   III 

Nor  rising  suns  that  gild  the  vernal  morn, 
20  -TOT 

Shine  with  such  luster  as  the  tear  that  flows 

M  18=2l 

Down  virtue's  manly  cheek  for  others'  woes. 


pearl 

— i — 


crested 


I  No 

radiant 


frich 


gem 


I  No 

twinkling 


that  1 1  hangs 


v 


\ 


1 

ears 


beauty's 


stars 


the 


bright 


which  j  |  adorn 


arch 


night's 


blue 


suns 


rising 


that;  | gild 


the 


vernal 


Shine 


! luster 


,!,  ,  .      »          |  such 
tear  |  \  ( shmes)         ' 

the 

that 

flows 

8? 

Is? 

i 

cheek 

virtue's 

n 

lanly 

woes 

others' 

Not  stands  for  neither;  hence  is  correlative  conjunction. 


ANALYSIS   AND   PARSING 

28.   Leaves  have  their  time  to  fall, 


143 


And  flowers  to  wither  at  the  north  wind's  breath, 
im       19 

And  stars  to  set ;  but  all, 

17-11         ~20" 

Thou  hast  all  seasons  for  thine  own,  O  Death. 


Leaves   I    have 


i 

i 

i 

jo. 

I 

I 
I 

I 


I  time 


their 


fall 


flowers  I  (have) 


(time) 


> 

a 


T 


j°  wither 


breath 


stars 


(have) 


the 


wind's 


O  Death, 


(time) 


north 


set 


Thou  j     hast 

■ 

j  own 


|  seasons 


thine 


29.   The  soul  of  music  slumbers  in  the  shell 

Till  waked  and  kindled  by  the  master's  spell ; 

21 


144 


ENGLISH   GRAMMAR,   PART   III 


And  feeling  hearts,  touch  them  but  rightly,  pour 


11                                                                 18              18 

A  thousand  melodies  unheard  before. 

j 
soul    |     slumbers 

1                   18 

Tl 

The 

1  M 

shpll 

(it)|(is 

3 

J    music 

)  waked 

[_th 

anc 

kindled 

/ 

spell 

I 

Pi 

pour 

\ 

"r 

1 
1 

|the 
master's 

hearts 

feeling 

|   melodies 

touch 

thousand 

i 

u 

nheard 

before 

(you) 

|but 
rightly 

them 

30.  Just  above  yon  sandy  bar 
~ Is- 

As  the  day  grows  fainter  and  dimmer, 


Lonely  and  lovely,  a  single  star 

Lights  the  air  with  a  dusky  glimmer. 


ANALYSIS  AND  PARSING 


145 


-r 
I 
I 

lp 
I- 


star       |  Lights 


i  ;i 


air 


iltK 


\w 


Lonely    and    lovely  | 


the 
glimmer 


|_bar 


yon 


idv_ 


dusky 


day 


grows    fainter    and    dimmer 


the 


Although  above  is  here  a  preposition,  it  retains  something  of  its 
adverbial  nature,  and  is  modified  by  the  adverb  just. 
31.   Our  faculties  do  not  always  play  us  true. 


faculties  |  do  play 


not 


true 
always 


32.   One  must  be  poor  to  know  the  luxury  of  giving. 


One  j  must  be  poor 


know 


luxury 


•^ 


the 
giving 


33.   Our  minds  get  tricks  and  attitudes,  as  our  bodies  do. 

i8^i  IT 

minds  get 

—\ 1    tricks      and      attitudes 


Our 


bodies  |  j  do    (get) 


our 


(tricks)    (and)    (attitudes) 


GAR.  DIA.  —  10 


146 


ENGLISH   GRAMMAR,   PART  III 


(Page  273) 


34.    Party  men  always  hate  a  slightly  differing  friend  more  than  a 

Is  ~~ 15         2i 

downright  enemy. 


11 

men   | 

hate 

-iend 

Party 

always  |  fi 

more 

la 

i 

i 

differing 

p 

slightly 

(they) 

(hate) 

emy 

|  en 

downright 

35.  The  weeds,  you  see,  have  taken  the  liberty  to  grow,  and  I  thought 
it  unfair  in  me  to  prejudice  the  soil  towards  roses  and  straw- 
berries. 


weeds 

have 

taken 

The 

"I  liberty 

you   j  see 

!^    I  the 

!p          l_ 

•     grow 

IB 

I&. 

I    J  thought 

|it 

il 

unfair 

I 

I 

r 

!    me 

ejudice 

3 

I 
3. 

M    roses 

the 

and 

strawberries 

ANALYSIS  AND   PARSING 


147 


When  a  man  is  tired  of  what  he  is,  by  a  natural  perversity  he  sets 

6-21 

up  for  what  he  is  not. 


man  |  is  tire'd 


he 


sets 


\&    luP 

!    thing 
j  •— 


the 


he  |    is     which 


thing 


he   |  is     wfjich 


the 


What  is  equivalent  to  the  thing  which. 


37.    Concert  fires  people  to  a  certain  fury  of  performance  they  can 
never  reach  alone. 


Concert  I  fires 
—i — , 


peopl( 


they  |  can    reach 

1  alone  |(which) 


fury 


[a 

certain 


performance 


never 


148 


ENGLISH  GRAMMAR,  PART  III 


38.    Tis  not  new  facts  that  avail,  but  the  heat  to  dissolve  everybody's 
facts.  ~~6       i1^"  "20"  17-n  — 4" 


6 

1-21 

20 

17-11 

• 

It    |    is      facts 

not 

new 

i 

Ig.  that  |  i 

i 

ivail 

(it)  |(is)  heat 

\Z  Ithe 

J  dissolve 

|  facts 

|  everybody's 

39.    Education  attempts  to  change  what  is  into  what  ought  to  be. 


change 


'■s 


Education   |    attempts  ; °  that 


which 


that 


ought 


which  \  is 


So  be 


40.    Those  things  which  are  said  to  be  done  by  Nature  are  done  by 
Divine  Art. 


things    j    are      done 


Those 


*  Art 


Divine 


which 

|  are 

said 

me 

1  c+- 

j  o 

be   d( 

Nature 

To  he  done  is  the  present  passive  infinitive  (p.  239)  used  as  object 
of  the  passive  verb  are  said. 


ANALYSIS  AND  PARSING 

41.    Let  every  one  be  true  to  himself. 


149 


(thou)  |   Let 


one 


h 

t  be 


every 


true 


°  himself 


True  is  an  adjective  complement  of  the  infinitive  to  be.  To  be 
merely  introduces  the  complement  true.  This  use  of  the 
infinitive  is  idiomatic. 

42.    He  wanted  to  live  because  he  wanted  to  work. 


43. 


16-2               21                                                16-2 

He   1   wanted 

r+                   i°    hve 
8 

he 

wanted 

i     work 

This  botched  work  of  thine 

3-4 

Shows  that  thy  mind  is  distant  from  thy  task. 

183 

mind 

1 
is   distant 

|thy 

15 
Is 

!3  task 

work  |  Shows 

thy 

This 

^_ 

lo 

botched 

thine 

Thine  denotes  possession  and  has  at  the  same  time  the  construc- 
tion of  a  noun  in  the  objective  case. 


150  ENGLISH   GRAMMAR,   PART  III 

44.    Some  one  said  to  a  young  author,  "Do  not  pull  up  your  shop 


curtains  until  you  have  something  to  show.' 


(you)       Do    pull 


one  |  said 
[Some    jo        L 


•  author 


young 


not 


curtains 


.1  L_ 

I 

|£ 
B 

Irt- 

153 


your 


shop 


you  |    have 


something 


!  o 


show 


45.   I  break  the  chains  of  slavery  to  error,  that  I  may  become  the 
servant  of  truth.  21  " 


1   c 

han 

is 

to 

i© 

the 

n 

lavery 
i°  error 

I 

may 

become  servant 

S  o    |  the 
truth 

ANALYSIS   AND   PARSING 


151 


46.  He  does  me  a  double  wrong 

That  wounds  me  with  the  flatteries  of  his  tongue. 


He    |  does 


That 


fe 


wrong 


!   me 


|  wounds 


a_ 

double 


i   flatteries 


the 


tongue 


Me  is  the  indirect  object  of  does  (p.  243). 

47.  Victor  Hugo  declared  that  he  was  sure  he  should  live  beyond  the 
grave,  because  he  felt  his  soul  to  be  full  of  hymns  and  poems 
he  had  not  had  time  to  write. 


-J 


he  | 


Victor  Hugo  I  declared 


I 

was 

— r— 


sure 


i 
ic 

ICC 

1 

CD 


hefshould  live 
— i — i 


|he 


felt 


1  soul 


! 

il 

i  *"  grave 
"The 


his 


be  full 


he  j  had  had 


time 


J  hymns  and  poems 


lO 

!    write 


• 


"[(which); 


152 


ENGLISH   GRAMMAR,   PART   III 


48.    Some  questions  should  be  left  to  the  unfettered  play  of  individual 
12 

enterprise,  which  is  to  the  community  what  unconscious  vital 
activities  are  to  man. 


questions  I  should  be  left 


Some 


t 

i 

I*       i 


the 


unfettered 


i  enterprise 
1    i  — 


individual 


1    ,         1 

Tvhich|  is  (thing) 

jo        (the) 

J  community 
|the 

..1  •..      .             <L 

activities  I  are      (that) 
1  i       * 


i© 

.'     man 


vital 


unconscious 


Should  be  left  is  passive  in  form,  potential  in  mode. 
49.    That  we  should  do  unto  others  as  we  would  have  them  do  to  us, 

21  12  18^21  2  F" 

is  not  a  mere  counsel  to  individual  perfection,  but  it  is  the  law 

to  which  we  must  conform  social  institutions   and  national 

_ 

policy,  if  we  would  secure  the  blessings  of  abundance  and 

2  2l 

peace. 


ANALYSIS   AND   PARSING 


153 


IS 


i 
we  j 


should  do 


77 


others 
we  ;  |  would   have 


them 


T^ 

[£;d0 


I 

!<=>   us 


is    counsel 


it 


not    u 


_a 
nere 


}  perfection 


individual 


" 1 

is     law 


we 


must 


conform 


we  1 


would  secure 


institutions    and     policy 


social 


which 


national 


the 
|  abundance  and  peace 


That  is  an  introductory  conjunction, 
mode. 


Should  do  is  potential  in 


154 


ENGLISH   GRAMMAR,   PART  III 


(Page  274) 
50.   If  we  are  with  the  right  and  for  it,  though  all  the  world  have  gone 
over  to  the  other  side,  the  long  line  of  ancestral  and  glorified 

men  are  behind  us,  —  troops  of  beautiful,  tall  angels,  to  enshield 

7  Pmi 

us  from  all  wrong. 


line 


are 


|  the 


long 


ancestral 


1*  ff 

!    K 

is 

|  enshield 

k  L_ 

is 

|°  wrong 

all 

and         glor 

ified 

troops 


angels 


|  tall 
beautiful 


we 


are 


|_and , 
o 

p 

I 
I 


right 


the 


world   J  have       gone 


all 
the 


over 


side 


jthe 
other 


Though  is  a  conjunction  used  to  introduce  a  clause  containing  a 

verb  in  the  subjunctive  mode  (p.  226). 
Have  gone  is  present  in  tense,  subjunctive  in  mode. 


ANALYSIS   AND   PARSING 


155 


51.    In  the  long  run,  the  race  is  sure  to  find  itself  held  fast  in  the  grasp 

17-18  2  "  "Tb~ 

of  eternal  truth. 


race          is 

1 
sure 

Ithc 

1     is? 

l      '.run 

1° 

[find 

|the 
long 

itself 

held 

U   |fast 

i°    ■ 

!  grasp 

io      the 

•  truth 

eternal 

52.   They  who  hasten  to  restrain 


Rising  wrath,  in  Paradise  shall  reign. 
H 


They         shall        reign 


!           Ifc 

who         hasten 

radise 
*ath 

•  restrain 

"1  Wl 

Rising 

156  ENGLISH   GRAMMAR,   PART   III 

53.    I  see,  in  this  world,  two  heaps, — one  of  human  happiness  and 

11  7 

one  of  misery ;  now,  if  I  can  take  but  the  smallest  bit  from  the 
~T~ 

second  heap  and  add  it  to  the  first,  I  carry  a  point.  If,  as  I 
go  home,  a  child  has  dropped  a  halfpenny,  and,  by  giving  it 
another,  I  can  wipe  away  its  tears,  I  feel  that  I  have  done 
something. 


Now, 


LA 


see 


!  world 


and]    U=2. 

lone 


i  happiness 


one 

K 

i  misery 


human 


I    |   carry 


point 


i  i 


can 


n 


take 


and 


bit 


i5 

jheap 

jTthe 
|  second 


add 


"[the 
smallest 


o 
first 


Tthe 


ANALYSIS  AND   PARSING 


157 


1  fef] 

1 

.i 

have 

done 

I 

~|  something 

child 

has 

dropped 

u 

|    halfpenny 

i"2                            la 

I   1  \go 

I 

}p 
r 

1 

wipe 

i? 
9 

!    home 

| tears 
|its 

tier 

away 

|  anot] 

i 

Now  is  an  adverb  used  independently. 


54.   Following  a  multitude  to  do  evil  does  not  make  it  right. 


Following 

~\Z       ~\  multitude 
o         ' ■ — 


•do 


IT 

evil  I 

I  does        make 

[not 


[right 


158 


ENGLISH   GRAMMAR,   PART  III 


55.   Praising  what  is  lost  makes  the  remembrance  dear. 


Praising 


]  thing 
~\the 


which     is_ 


lost 


1   makes 


T  remembrance 
I  dear       |the 

56.   There  is  no  cure  for  things  that  are  not  to  be  remedied, 
is  TW  i7^n" 


There 
cure     is 


£>|no 


things 


that  |  are 


!  be  remedied 


There  is  an  expletive.     Is,  here,  is  equivalent  to  exists.     To  be 
remedied  is  an  adjective  complement  of  the  verb  are. 

57.   True  hope  is  swift,  and  flies  with  swallow's  wings ; 
Kings  it  makes  gods,  and  meaner  mortals  kings. 


1 1 

hope  j  is  swift    and 

flies 

True 

Cings 

l| 

i  & 

wings 

swallow's 

it  |  makes 

and 

mortals 

?L 

f    meaner 

(be)  gods           j^be)  kings 

ANALYSIS  AND   PARSING 


159 


58.   Money  may  be  a  beautiful  thing :  it  is  we  who  make  it  grimy. 

TW  li 

Money   |    may    be     thing: 


beautiful 


it   |  is 


we 


who}  |  make 


May  be  is  potential  in  mode. 


grimy 


59.   Next  to  the  illusion  that  money  can  confer  happiness,  is  the  illu- 

4  12  U 

sion  that  the  giving  of  money  is  the  only  form  that  practical 

17^1  21 

helpfulness  can  take. 

12 


illusion 


is 


— I 
Next 


i 

i  p 


the 


B 


giving  I    is      form 


illusion 


I  the 
money 


the 


only 


money  |   can    confer 

happiness 


helpfulness  I  can  take      ,! 


practical 


Can  confer  and  can  take  are  in  the  potential  mode. 

60.   The  tree  of  deepest  root  is  found 

Least  willing  still  to  quit  the  ground ; 

n         W 
'Twas  therefore  said  by  ancient  sages 

20 

That  love  of  life  increased  with  years, 
So  much  that  in  our  latter  stages 
"T«       is        in- 
When  pains  grow  sharp  and  sickness  rages, 

18-21 

The  greatest  love  of  life  appears. 


160 


ENGLISH  GRAMMAR,  PART  III 


tree    J  is    found      willing 


SL  I  The 
root 


deepest 


It 


Least 


still 


i 


ground 


was    said 


the 


sages 


love  |  increased 


ancient 


!  life 


much  j^ 


Wl 


years 


love 


I  The 

greatest 


appears 


wz — 

stages 


life 


latter 


pains  |  grow    sharp    and    sickness  |  rages 
61.   They  are  as  sick  that  surfeit  with  too  much, 


1-21  12 

As  they  that  starve  with  nothing. 

18=21 

I 1 


They 


are 


sick 


that  j  |  surfeit 

!_ 


they  |  (are  sick) 


much 


too 


that  j  |  starve 


is 


nothing 


ANALYSIS   AND   PARSING 


161 


62.   Let  them  obey  that  know  not  how  to  rule. 
W~  1-21  IS5 


(Thou)    |     let 


them 


obey 
that   !  i  know 


k 


rule 


"how 


To,  the  sign  of  the  infinitive,  is  often  omitted  after  the  verb  let. 
63.   What  fates  impose,  that  men  must  needs  abide; 

18 

It  boots  not  to  resist  both  wind  and  tide. 


16-7 

men  |  must     abide 

|  needs         1 

that 
1 

fates  1  impose 

s 

What 

It  |  boots 

'n-            not 

Jo           l 

!    resist 

]  both  wind  and  tide 

Needs  is  an  old  possessive  form  of  need,  meaning  necessarily; 

hence,  is  an  adverb. 
To  resist  both  wind  and  tide  explains  the  expletive  it. 

64.   I  dare  do  all  that  may  become  a  man. 


I  |  dare 


'c 


do 


all 


that   j  may  become 


GAR.    DIA.  —  11 


162 


ENGLISH   GRAMMAR,   PART  III 


65.    There  is  a  tide  in  the  affairs  of  men, 

Which,  taken  at  the  flood,  leads  on  to  fortune 

Omitted,  all  the  voyage  of  their  life 
IT 

Is  bound  in  shallows  and  in  miseries. 
There,  expletive.     /*,  here,  is  equivalent  to  exists. 

There 


tide    |  is 


:e  ' — 

'    affairs 


i&lthe. 


Which  J  leads 


on 


j  fortune 

i 
(it)|(is)  taken 


flood 


voyage       Is     bound 


0 

all 

t 

he 

1 

ife 

their 

and'g 


shallows 


(tide)'  (is)  Omitted 


The  word  omitted  stands  for  the  clause  if  the  tide  is  omitted. 


ANALYSIS   AND   PARSING 


163 


66.    His  life  was  gentle ;  and  the  elements 

So  mixed  in  him,  that  Nature  might  stand  up 
And  say  to  all  the  world,  "  This  was  a  man." 


elements  |  (were)   mixed 


him 


it? 


This  |  was  man 


Nature    {might    stand     And     say 


world 


This  is  an  adjective  pronoun.      • 

67.    To  thine  own  self  be  true ; 

And  it  must  follow,  as  the  night  the  day, 
Thou  canst  not  then  be  false  to  any  man. 


1 
(thou) 

i 
be      true 

self 

L2_ 

|thi 

own 

le 

it 

must  follow 

•! 

J    night 

CO 

(follows) 

I  the 

1 

day 
[the 

1      1 

Thou  J  canst  be  false 

not 

I    man 

then 

any 

164 


ENGLISH   GRAMMAR,   PART  III 


(Page  275) 

We,  ignorant  of  ourselves, 
Beg  often  our  own  harms,  which  the  wise  powers 
Deny  us  for  our  good;  so  find  we  profit 
By  losing  of  our  prayers. 

We   \     Beg 

,,       I  harms 
often  I  i    ii 


ignorant 


10 

j    ourselves 


powers  |  Deny 


^LIh, 


wise 


which 


good 


our 


we  I  find 


\£ 


so 
losing 


profit 


prayers 


our 


69.  Pleasure  and  revenge 

Have  ears  more  deaf  than  adders  to  the  voice 

Of  any  true  decision. 
Pleasure       and      revenge  |  Have 

I  ears 


deaf 


more 
i 


I     1ST* 
l-    IP 


r ■ '  |B . 

jo      addersl  (are  deaf) 


voice 


the 
jdecision 


any 


ANALYSIS   AND   PARSING 


165 


70.  To  persist 

111  doing  wrong  extenuates  not  wrong, 

16-3  2 

But  makes  it  much  more  heavy. 

18 


persist 


doing 


wrong 


extenuates 


wrong 


(it)  |  makes 


I  heavy 

T 


much 


71.    I  confess  it  is  my  shame  to  be  so  fond ;  but 

T  6  16-7 

It  is  not  in  my  virtue  to  amend  it. 

16=7 


it  |  is    shame 


1 1  confess       i°  be  fond 
-+ — — 1  ' T^T 


I  so 


It   j  is 


j|  not 


|°  amend     \ 

I  it;    virtue 


my 


166 


ENGLISH   GRAMMAR,   PART   III 


72.    Once  or  twice  in  a  season  I  go  down  the  bay,  on  breezy  mornings, 
15      ~20      15 
and  see  these  fine  fellows  of  the  Yacht  Club  sail  their  craft ; 

16-11 

and  I  do  believe  that  if  they  were  doing  it  for  their  own  selves, 
instead  of  for  my  enjoyment,  they  would  not  exert  themselves 

la 
more. 


go 


and 


l&>       Once   or  twice 

,G  I ,- y 


fellows 


jp  i  bay 


[the 
{  mornings 


breezy 


I        do    believe 


season 


these 


fine 


Club 


[the 
Yacht 


sail 


craft 


p 


their 


they  |  would      exert 


i 
i 
i 


not     more 


themselves 


they  j  were  doing 

HZ — LA 


!  a 
» 

P- 


selves 


(doing) 


their 


~(it) 


enjoyment 


my 


73.    I  sometimes  fancy  that  I  enjoy  plowing  and  mowing  more  when 

16=2  16=2  18-21 

other  people  are  engaged  in  them  than  if  I  were  working 
myself.  a 


ANALYSIS   AND   PARSING 


167 


|  fancy 


sometimes       & 

enjoy 

ir 

& 

B 

I 

"]  plowing  and  mowing 
more 

iff 
6 

L 

|  were  working 

myself 

i 

people   1  are  engaged 

other 

5' 

them 

Than  if  is  used  as  one  conjunction.   Were  is  in  the  subjunctive  mode. 

74.    Little  did  I  suppose  that  in  the  wild  woods  of  America  1  was  to 

meet  with  a  man  whose  eloquence  would  give  to  the  passion 

i 
of  our  Saviour  a  new  and  more  sublime  pathos  than  I  had  ever 

before  witnessed. 


[[did  suppose 


Little 


b 

lET* 

IP 

I** 

"in 

was!  meet 


la 

9 


!3       A 
«  woods 


'  America 


eloquence]  would  give 

~]  pathos 


whose 


T 

I* 


assion 


'^ 


the 


new  and  sublime 


j  Saviour 


more 


I  I  had  witnessed 


ever 
before 


An   English  Grammar 

For  the  Use  of  High  School,  Academy,  and  College  Oasses 

By  W.  M.  BASKERVILL 

Professor  of  the  English  Language  and  Literature  in  Vanderbilt 
University,  Nashville,  Tenn. 

and 

J.  W.  SEWELL 

Of  the  Fogg  High  School,  Nashville,  Tenn. 

Cloth,  12mo,  349  pages 90  cents 


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Among  its  distinguishing  features  are  the  following: 
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good  English  are  flexible  and  variable. 

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study  of  English,  as  a  means  of  mental  training  and  of 
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useful  in  the  new. 


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Maxwell's    English    Course 

By   WILLIAM    H.    MAXWELL,    M.A.,    Ph.D. 
Superintendent  of  Schools,  City  of  New  York. 

FIRST  BOOK  IN   ENGLISH 

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SWINTON'S  LANGUAGE  LESSONS 38  cents 

The  Primer,  or  Beginner's  Lessons  in  Speaking  and  Writing,  is 
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Language  Tablets  and    Blanks 

NATIONAL  LANGUAGE  TABLETS         .         .         .    Per  dozen,  90  cents 


PATTERSON'S  COMPOSITION  BOOKS 
No.  I.     Flexible.     36  pages  . 
No.  2.     Boards.       60  pages  . 
No.  3.     Cloth.  84  pages  . 

No.  4.     Extra.        108  pages  . 

WARD'S  GRAMMAR  BLANKS.     2  Nos 


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Per  dozen,  $1.80 

Per  dozen,  2  70 

Per  dozen,  3  60 

Per  dozen,  90  cents 


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Text-Books  in  Grammar  for  Advanced 
Grades 


BASKERVILL  AND  SEWELUS  ENGLISH  GRAMMAR  .  90  cents 
An  advanced  grammar  for  use  in  High  School,  Academy  and 
College  classes.  It  combines  in  a  remarkable  degree  a  clear  and 
concise  statement  of  the  facts  of  the  language,  based  on  its  reputable 
use  in  literature,  with  rational  methods  for  teaching  and  applying  the 
same.  The  treatment  includes  Parts  of  Speech,  Analysis,  and  Syntax, 
each  part  separate  and  distinct,  but  so  articulated  into  the  others  as  to 
make  a  complete,  systematic,  and  harmonious  whole. 

LYTE'S  ADVANCED  GRAMMAR  AND  COMPOSITION  .  75  cents 
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Schools.  Based  on  the  author's  popular  "  Grammar  and  Composition" 
and  embodying  the  improvements  suggested  by  successful  class  room 
work.  The  general  plan  of  the  work  and  the  development  of  the  subject 
are  in  strict  accordance  with  accepted  pedagogical  principles. 

MAXWELL'S  ADVANCED  LESSONS  IN  ENGLISH  GRAMMAR  .  60  cents 
For  use  in  Higher  Grammar  Grades  and  High  Schools.  It  em- 
braces all  the  theory  and  practice  necessary  during  the  last  two  years  of 
a  grammar  school  course  or  throughout  a  high  school  course.  It  is 
intended  to  serve  two  purposes  ; — first,  as  a  text-book,  supplying  the 
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second,  as  a  book  of  reference,  to  be  used  whenever  difficulties  are  pre- 
sented either  in  the  student's  own  compositions,  or  in  literature  that  is 
subjected  to  critical  study. 

POWELL  AND  CONNOLLY'S  RATIONAL  GRAMMAR  OF  THE 

ENGLISH   LANGUAGE 60  cents 

This  new  grammar  differs  widely  in  treatment  and  terminology  from 
other  text-books  in  English.  The  subject  is  developed  logically,  and 
every  point  is  made  simple  and  clear.  The  practical  side  of  the  study — 
the  correct  use  of  language  in  speech  and  writing  —  is  especially 
emphasized. 


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Composition  and  Rhetoric 

HILL'S   FOUNDATIONS   OF   RHETORIC 

Cloth,  i2mo,  346  pages $1.00 

For  High  Schools,  Academies,  and  College  Preparatory  Schools. 
Designed  to  train  pupils  to  say  in  written  language,  correctly,  clearly 
and  effectively,  what  they  wish  to  say.  It  gives  a  minimum  of  space  to 
technicalities  and  a  maximum  to  essentials.  In  language  singularly  direct 
and  simple  it  sets  forth  the  fundamental  principles  of  correct  speaking, 
and  accompanies  each  rule  with  abundant  illustrations  and  examples 
drawn  from  practical  sources. 

HILL'S   PRINCIPLES   OF   RHETORIC 

Cloth,  i2mo,  431  pages $1.20 

For  Colleges  and  Advanced  Classes.  Revised,  rewritten,  and 
enlarged  by  the  addition  of  important  new  material!  This  text-book 
for  advanced  students  is  characterized  by  the  soundness  of  its  funda- 
mental conceptions,  the  clearness  of  its  arrangement,  the  lucidity  of 
its  definitions,  and  its  combination  of  scholarship  and  common-sense. 
The  treatment  is  based  on  the  principle  that  the  function  of  rhetoric  is 
not  to  provide  the  student  of  composition  with  materials  for  thought,  nor 
yet  to  lead  him  to  cultivate  style  for  style's  sake,  but  to  stimulate  and 
train  his  powers  of  expression — to  enable  him  to  say  what  he  has  to  say  in 
appropriate  language. 

QUACKENBOS'S   PRACTICAL   RHETORIC 

Cloth,  i2mo,  477  pages $1.00 

For  High  Schools  and  Colleges.  A  comprehensive  text-book  in 
which  the  laws  and  principles  which  underlie  rhetorical  art  are  developed 
in  a  natural  and  logical  manner,  and  their  practical  application  in  the 
different  processes  and  kinds  of  composition  are  clearly  shown. 

WADDY'S   ELEMENTS   OF   COMPOSITION  AND    RHETORIC 

Cloth,  i2mo,  416  pages $1.00 

Sufficiently  elementary  for  the  lower  grades  of  High  School  classes 

and  complete  enough  for  all  Secondary  Schools.     Inductive  in  method, 

orderly  in  arrangement,  and  clear  and  comprehensive  in  treatment,  with 

copious  exercises  in  both  criticism  and  construction. 


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Text-Books  in  Rhetoric 


By  ADAMS   SHERMAN   HILL, 
Boylston  Professor  of  Rhetoric  and  Oratory  in  Harvard  University. 

HILL'S  FOUNDATIONS  OF    RHETORIC 

For  High  Schools  and  other  Secondary  Schools    .         .         .     $1.00 

The  object  of  this  book  is  to  train  boys  and  girls  to  say  in 
written  language,  correctly,  clearly,  and  effectively,  what  they  have  to 
say.  It  takes  cognizance  of  faults  such  as  those  who  are  to  use  it  are 
likely  to  commit,  either  from  ignorance  or  from  imitation  of  bad  models, 
and  of  merits  such  as  are  within  their  reach.  It  gives  a  minimum  of 
space  to  technicalities  and  a  maximum  of  space  to  essentials.  It  covers 
the  middle  ground  between  the  work  of  the  grammar  school  and  the 
theoretical  rhetoric  of  the  college  course.  In  language  singularly  direct 
and  simple  it  sets  forth  fundamental  principles  of  correct  speaking, 
and  accompanies  each  rule  with  abundant  illustrations  and  examples, 
drawn  from  practical  sources.  It  gives  precisely  the  kind  of  training 
which  young  minds  need  to  enable  them  to  discriminate  between  good 
and  bad  forms  of  English.  The  work  comprises  an  Introduction,  giving 
a  short  but  remarkably  clear  outline  of  English  grammar;  Part  I.,  on 
Words;  Part  II.,  on  Sentences;  Part  III.,  on  Paragraphs;  and  an 
Appendix  on  Punctuation. 

HILL'S   PRINCIPLES   OF    RHETORIC 

For  Academies  and  Colleges $1.20 

This  popular  work  has  been  almost  wholly  rewritten,  and  is  enlarged 
by  the  addition  of  important  new  material.  The  treatment  is  based  on 
the  principle  that  the  function  of  rhetoric  is  not  to  provide  the  student  of 
composition  with  materials  for  thought,  nor  yet  to  lead  him  to  cultivate 
style  for  style's  sake,  but  to  stimulate  and  train  his  powers  of  expres- 
sion— to  enable  him  to  say  what  he  has  to  say  in  appropriate  language, 
and  that  rhetoric  should  be  studied  at  school  and  in  college,  not  as  a 
science,  but  as  an  art  with  practical  ends  in  view.  By  supplying 
deficiencies  that  time  has  disclosed,  making  rough  places  smooth,  and 
adopting  the  treatment  of  each  topic  to  present  needs,  the  book  in  its 
revised  form  has  been  made  more  serviceable  for  advanced  students  of 
English  composition. 


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on  receipt  of  the  price. 

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(8/) 


Practical   Rhetoric 

A  Rational  and  Comprehensive  Text-Book  for  the  use  of 
High  Schools  and  Colleges.  By  John  Duncan 
Quackenbos,  A.M.,  M.D.,  Emeritus  Professor  of 
Rhetoric  in  Columbia  University. 


Cloth,  i2mo,  477  pages.     Price,  $1.00 


'TpHIS  work  differs  materially  from  all  other  text-books 
of  rhetoric  both  in  plan  and  method  of  treatment. 
It  first  develops,  in  a  perfectly  natural  manner,  the  laws 
and  principles  which  underlie  rhetorical  art,  and  then 
shows  their  use  and  practical  application  in  the  different 
processes  and  kinds  of  composition.  The  book  is  clear, 
simple,  and  logical  in  its  treatment,  original  in  its  depar- 
ture from  technical  rules  and  traditions,  copiously  illus- 
trated with  examples,  and  calculated  in  every  way  to 
awaken  interest  and  enthusiasm  in  the  study.  A  large 
part  of  the  book  is  devoted  to  instruction  and  practice  in 
actual  composition  work  in  which  the  pupil  is  encouraged 
to  follow  and  apply  genuine  laboratory  methods. 

The  lessons  are  so  arranged  that  the  whole  course, 
including  the  outside  constructive  work,  may  be  satisfac- 
torily completed  in  a  single  school  year. 


Copies  of  Quackenbos  s  Practical  Rhetoric  will  be  sent  prepaid  to 
any  address,  on  receipt  of  the  price,  by  the  Publishers.  Correspondence 
relating  to  terms  for  introduction  is  cordially  invited. 

American    Book    Company 

New  York  ♦  Cincinnati  ♦  Chicago 

(88) 


VB  36450 


